Science research writing for non-native speakers of English [Second ed.] 9781786347831, 1786347830

Table of contents :
Contents
Acknowledgements
Preface to the Second Edition
Introduction
Planning: The Underlying Narrative Scaffold
Writing: The Active Narrative Wrap
Unit 1: How to Write the Introduction
1.1. The Structure and Content of the Introduction
1.2. Building a Model
1.2.1 EXERCISE 1: How to build a simple model by reverse engineering
1.2.2 Key
1.2.3 The Introduction model
1.3. Testing and Adjusting the Model
1.3.1 A demonstration of the model
1.3.2 EXERCISE 2a: Identifying the model components
1.3.3 EXERCISE 2b: Identifying the model components
1.4. Useful Words and Phrases
1.4.1 Language task
1.4.2 Language for the Introduction
1.5. Language and Writing Skills
1.5.1 Verb tense choices
1.5.2 Linking sentences and information together
1.5.3 Passive/Active choices
1.5.4 Paragraphing
1.6. Writing the Introduction
1.6.1 Write the Introduction
1.6.2 Key
Unit 2: How to Write about Methods
2.1. The Structure and Content of the Methods Section
2.2. Building a Model
2.2.1 EXERCISE 1: How to build a simple model
2.2.2 Key
2.2.3 A Methods model
2.3. Testing and Adjusting the Model
2.3.1 A demonstration of the model
2.3.2 EXERCISE 2a: Identifying the model components
2.3.3 EXERCISE 2b: Identifying the model components
2.4. Useful Words and Phrases
2.4.1 Language task
2.4.2 Language for the Methods section
2.5. Language and Writing Skills
2.5.1 Verb tense and the agentless passive
2.5.2 Prepositions
2.5.3 Using A/AN (indefinite article), Ø (zero article), and THE (definite article)
2.6. Writing a Methods Section
2.6.1 Write a Methods section
2.6.2 Key
Unit 3: How to Write about Results
3.1. The Structure and Content of the Results
3.2. Building a Model
3.2.1 EXERCISE 1: Using target articles to build a model
3.2.2 Key
3.2.3 A Results model
3.3. Testing and Adjusting the Model
3.3.1 A demonstration of the model
3.3.2 EXERCISE 2: Identifying the model components
3.4. Useful Words and Phrases
3.4.1 Language task
3.4.2 Language for the Results section
3.5. Language and Writing Skills: The Certainty Continuum
3.5.1 Choose a verb that accurately reflects the causal relationships you are describing
3.5.2 Choose the appropriate verb tense
3.5.3 Adding risk-reducing language
Unit 4: How to Write the Discussion
4.1. How to Write the Discussion
4.1.1 Wrapping the discussion in a narrative
4.2. Building Your Own Model
4.2.1 EXERCISE 1: Using your own target articles to build a Discussion model
4.2.2 Key
4.2.3 A Discussion model
4.3. Testing and Adjusting the Basic Generic Model
4.3.1 A demonstration of the model
4.3.2 EXERCISE 2: Identifying the model components
4.4. Useful Words and Phrases
4.4.1 Language task
4.4.2 Language for the Discussion section
4.5. Language and Writing Skills: Modal Verbs
4.5.1 Using modal verbs in research writing
4.5.2 Modal sentences exercise
4.6. Summary Discussion Exercise
Unit 5: How to Write the Conclusion
5.1. Building a Model
5.2. Testing and Adjusting the Model
5.3. Useful Words and Phrases
5.4. Language and Writing Skills
5.4.1 Verb tense in the Conclusion
5.4.2 Owning your contribution
Unit 6: Writing the Abstract
6.1. Guidelines for the Abstract
6.1.1 Clarity and coherence
6.2. Types of Abstract
6.2.1 Simple/Standard Abstracts
6.2.2 Structured Abstracts
6.2.3 Abstracts that include a Significance Statement and/or Highlights
6.2.4 Graphical Abstracts
6.3. A Generic Abstract Model
6.3.1 The model components
6.4. Language
6.5. Summary Abstract Exercise
Unit 7: Writing the Title
7.1. Check Average Length
7.2. Using Acronyms
7.3. Compare the Title Keywords to the Keyword List
7.4. Check the Grammar of the Title
7.5. Map and Model the Structural Content of the Titles in Target Articles
7.6. Check that Expectations that the Title Suggests Are Fulfilled in the Paper
Unit 8: Checklist and Tips
8.1. Organising the Information
Planning
The value of the study: Identifying achievement, contribution, and impact
Creating subsections and their subtitles
Ordering information
Wrapping the information in a narrative
Relevance: Make sure the reader knows why you are writing each sentence
Assumptions
Paragraphing
8.2. Creating Sentences
Ordering the information in the sentence
Sentence start-up
Sentence length and density
Signalling connectors
8.3. Grammar and Vocabulary
Verb tense
Owning your contribution: Passive use and impersonal/non-human grammatical subjects
Indefinite and definite articles
Prepositions
Subject-verb agreement
Reference
Adverb location
-ing ambiguity
Avoid over-simple/weak verbs — they have too many possible meanings
Vocabulary accuracy
8.4. General
Ownership: Make sure the reader knows who is ‘speaking’
The certainty continuum and modal verbs
Citations
Self-edit lexical writing tics such as indeed/in fact/basically/clearly
Self-edit punctuation-related writing tics such as parentheses, dash pairs, multiple commas
Sources and Credits
Appendix A: Prefixes Used in Science Writing
Appendix B: Research Verbs
Writing Skills Index
Language Index

Citation preview

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Published by World Scientific Publishing Europe Ltd. 57 Shelton Street, Covent Garden, London WC2H 9HE Head office: 5 Toh Tuck Link, Singapore 596224 USA office: 27 Warren Street, Suite 401-402, Hackensack, NJ 07601











Library of Congress Cataloging-in-Publication Data Names: Glasman-Deal, Hilary, author. Title: Science research writing : for native and non-native speakers of English / Hilary Glasman-Deal, Imperial College London, UK. Description: Second edition. | New Jersey : World Scientific, [2020] | Includes bibliographical references and index. Identifiers: LCCN 2019052120 | ISBN 9781786347831 (hardcover) | ISBN 9781786347848 (paperback) | ISBN 9781786348333 (ebook) | ISBN 9781786348340 (ebook other) Subjects: LCSH: English language--Technical English--Handbooks, manuals, etc. | Technical writing--Handbooks, manuals, etc. | English language--Textbooks for foreign speakers. Classification: LCC PE1475 .G57 2020 | DDC 808.06/65--dc23 LC record available at https://lccn.loc.gov/2019052120

British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library.

Copyright © 2021 by World Scientific Publishing Europe Ltd. All rights reserved. This book, or parts thereof, may not be reproduced in any form or by any means, electronic or mechanical, including photocopying, recording or any information storage and retrieval system now known or to be invented, without written permission from the Publisher.

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Acknowledgements

I would like to express my heartfelt thanks to all my brilliant colleagues in the Centre for Academic English at Imperial College London, particularly Robin Mowat, Julie King and Julie Hartill, and to the many students and academic staff at Imperial College London who have provided research articles and input for this book. I would also like to thank my dear children Ben, Daniel, Liora, Yoel, Jordana and Alex for their enthusiasm, encouragement and patience, and my editor at World Scientific Publishing, Koe Shi Ying, for her unflagging diligence and professionalism.

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Preface to the Second Edition Student:    Dr Einstein, aren’t these the same questions as in last year’s exam? Dr Einstein: Yes, but this year the answers are different.

Science research writing is changing and developing, influenced by factors that are driving the way that science is communicated and the way that research is accessed. These factors include the global nature of science research, internet reading and the accelerating speed of scientific discovery, all of which are revolutionising the communication models that existed in the twentieth century. The global nature of science research requires fast, effective and accurate communication that can be understood by all participants in international interactions and research collaborations. The language of science is not owned by English speakers but by its many users worldwide. Researchers who are not native English speakers frequently lead their field. These researchers report their work in high-impact journals and need to write and read research in their discipline fast and effectively. This is creating a global science communication language that codifies research such that it can be accessed by all users, in all countries, and at all levels. Internet reading is another factor changing the way research is accessed, and this in turn is influencing how it is written. The collaborative nature of STEMM (Science, Technology, Engineering, Mathematics and Medicine) and increases in research funding have increased the volume of research published annually and therefore the amount of reading required for successful STEMM research. In the past, researchers would read hard copies of a limited, carefully-curated set of print journals. Now, however, most achieve a faster and more fluid access to a wider range of research on the internet via information-surfing. Research activity involves extensive titlescrolling to search for relevant studies, and readers may only read one section of the research article — perhaps the Abstract, Results or Conclusion. As a vii

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result, titles have become more important, and parts of the research article, particularly the Abstract or Summary, are developing in ways that enable them to be read as independent, standalone documents.

A third factor driving the change in science research communication is the need for speed. Science is moving forward almost faster than it can be reported, and STEMM research requires writers to communicate highly complex information as quickly as possible. In some cases this is to avoid being ‘leapfrogged’ by other researchers; in others it is because links with industry, patents and spin-off companies demand fast publication. If a paper takes too long to write, there is a risk that it will be partially or completely out of date — and therefore unpublishable — by the time it is submitted. Scientists and journal editors therefore need to communicate the impact of a study as quickly and simply as possible, and this, too, is shaping STEMM research writing. There are also changes in the nature of research itself: science is becoming more specialised in some cases, and more interdisciplinary in others. This creates a complex communication structure in which highly specialised information sometimes needs to be accessed by non-specialists. w

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Preface to the Second Edition

 

All of these changes are having a profound effect on research writing, with impacts on both the structure and the content of the traditional research article. The form of the research article is in transition, changing to satisfy the fast-moving needs of the research community. The function and content of the Abstract is changing, the location of the Methods section is shifting, the IMRD (Introduction, Methods, Results, Discussion) structure is loosening, and markers of significance such as Research in Context panels, one-page summaries and lists of Highlights are sometimes included, particularly in the online version of the research article. To participate successfully in the current research environment, researchers need to be aware of — and respond to — these changes and developments in science research writing. They also need to be prepared for those that are coming. This has resulted in two key changes in the Second Edition of this book.

Changes in This Second Edition The first change reflects the fact that science communication platforms are in transition. In the First Edition, research articles in high-impact journals across a wide range of disciplines were analysed to generate what was then a set of fairly stable writing models for each section of the research article. Those writing models have been significantly updated in this Second Edition to reflect current patterns and trends in research writing, but they can no longer be seen as stable representations. Researchers now need to develop the ability to update their writing models alongside the next round of changes and developments in science communication. Given the fast-moving nature of the changes outlined above, the Second Edition aims to develop writing strategies that are future-proof and which represent a lifelong tool, irrespective of upcoming changes and developments in science communication. The Second Edition develops these strategies by encouraging writers to use a reverse-engineering approach to writing. Most reading involves passively approaching a text as a source of information. By contrast, reverse engineering a text requires an active reading strategy that involves learning to step back from the information itself and become aware of how that information is delivered. Once developed, reverse engineering can be used by STEMM research writers as a starting point to generate all text types in ix

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science research communication now and in the future, including grant proposals, conference abstracts, Letters, technical reports and review articles. The approach is similar to that of Painting by Numbers, whose marketing slogan was A beautiful oil painting the first time you try. Using a Painting by Numbers kit may not turn you into Leonardo da Vinci, but it delivers a strategy for producing recognisably similar paintings.

https://en.wikipedia.org/wiki/Mona_Lisa

In the same way, analysing the organisational scaffold, writing patterns and language in a set of well-written research articles will deliver a strategy for producing a credible, well-organised and readable research article that conforms to the current conventions of comparable articles. The second major change in the Second Edition is the title, and therefore the readership, of the book. The First Edition was directed towards non-native speakers of English. However, my experience of working with native speaker researchers since then clearly demonstrates that although there are some language issues that are specific to non-native speakers, the writing issues are common to all STEMM research writers. The aim of all researchers is to create successful and effective text out of data and information. Given the complexity of most STEMM research projects, this requires a high level of communicative competence. However, ‘academic English is no-one’s first language’1, and native speaker researchers, even those at the highest level, experience most of the same challenges as non-native speakers when writing about their research. Experience has shown me that correct English grammar w

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Preface to the Second Edition

does not guarantee a successful text, and that the reverse is also true: a text may be well-written and therefore communicate successfully and accurately despite some language errors. I have therefore shifted the focus of the book to language and writing issues that are common to both native and non-native STEMM researchers, and particularly to those issues which have an impact on meaning and readability. Since the First Edition was published in 2009, Science Research Writing has been translated into Chinese, Japanese and Korean, and is used around the world at universities and research institutes, by instructors teaching English for Academic Purposes (EAP) and English for Specific Academic Purposes (ESAP) to STEMM researchers and students, as well as by STEMM researchers who are native speakers of English. These users of the book have contributed to many of the changes in the Second Edition, including the addition of a Checklist and Tips chapter that summarises the writing issues dealt with in other Units.

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Introduction Writing for a reader: wrapping information in a narrative

Science research writing is not simply about presenting information, or even about presenting information clearly. In the first place, information itself is neutral — it has no intrinsic function. If the writer does not explicitly identify and communicate the function of the information and how it relates to the rest of the text, the reader cannot understand why it is there. This interrupts the flow of the article and therefore its readability. Secondly, science research writing is about developing or changing the reader’s knowledge; this requires a strong narrative wrapped around the information that leads logically and patiently to the conclusions that the writer wishes to draw. The writer’s familiarity with the scientific content of the research makes it hard for that writer to see why a narrative is necessary. Prior to writing up, the writer may have been working closely for months with colleagues who share both general and specific knowledge of the topic and the study. Communication within this group is very implicit, since those colleagues all know why, how and what is being done. When the writer is ready to report the study to outsiders, that implicit understanding can no longer be taken for granted and a conscious effort must be made to consider how much can be assumed about the reader’s knowledge and to supplement that knowledge wherever necessary. This is particularly true given the increasingly multidisciplinary nature of science research. The range of researchers and stakeholders wanting access to science research is unpredictable, and it is growing. A written text is therefore not an information repository, nor is it a naturally-occurring flow of words and sentences; it is an artefact created for a reader. The aim is not simply to make it possible for the reader to understand; the narrative should be strong enough to make it impossible for the reader NOT to understand. xiii

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What does a narrative wrap look like? To communicate research, the science has to become language. A narrative wrap is the communication scaffold that surrounds the information and makes it intelligible to the reader. Decisions about titles, subheadings, paragraph function and the order of graphics form part of the narrative wrap and create a meaningful framework for the information. Within the text itself, narrative is achieved by the writer commenting on and identifying the function of the information, as well as by less obvious means such as paragraph-entry sentences and choice of verb tense. Tools and guidance for the narrative wrap are discussed throughout the book. The narrative wrap turns science information/data into readable, effective text. IDENTIFYING GENRE AND READERSHIP DIVIDING INTO SUBSECTIONS

CHOOSING THE NUMBER, ORDER AND POSITION OF GRAPHICS PLANNING THE FUNCTION AND ORDER OF SENTENCES WITHIN PARAGRAPHS

PLANNING THE FUNCTION AND ORDER OF PARAGRAPHS

PLANNING: THE UNDERLYING NARRATIVE SCAFFOLD

SCIENCE INFORMATION/DATA

WRITING: THE ACTIVE NARRATIVE WRAP COMMENTING ON INFORMATION/DATA FOR THE READER MAKING GRAMMAR CHOICES THAT COMMUNICATE THE FUNCTION OF THE INFORMATION CREATING TITLES AND SUBTITLES THAT HELP THE READER

IDENTIFYING THE FUNCTION OF INFORMATION/DATA FOR THE READER MAKING VOCABULARY CHOICES THAT HELP THE READER STARTING PARAGRAPHS AND SENTENCES IN WAYS THAT SUPPORT THE READER

Planning: The Underlying Narrative Scaffold IDENTIFYING GENRE AND READERSHIP What am I constructing? A research article, a review article, a grant proposal, a Letter, a poster and a conference abstract are different genres, and each requires a different structure and a different approach to content. Adopting a cut-and-paste approach as you move between different genres results in a shapeless, unfocused text. Before w

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you begin planning your text, reverse engineer a current example of the relevant genre as a model. Who might read this? Where do I pitch the information level of my text? What can I assume that all potential readers know? How quickly can I move into scientific detail? Is the readership of this text likely to become more interdisciplinary in the future? DIVIDING INTO SUBSECTIONS Are there standard subsections for this type of text in this field? How many subsections are normal in my target articles? What is the average length of these subsections? Does my work fit neatly and logically into these subsections? If not, is the way I have divided my text into subsections more appropriate? CHOOSING THE NUMBER, ORDER AND POSITION OF GRAPHICS (i.e. figures, tables, images) Do I have a good reason for including each graphic? What is the most logical order of my graphics? Where is each one most useful to the reader? Position each graphic within the surrounding text so that it doesn’t interrupt the narrative flow of the text but rather comes at a natural point within the narrative, i.e. exactly when the reader becomes aware of wanting to see it. PLANNING THE FUNCTION AND ORDER OF PARAGRAPHS Do all my paragraphs have an identifiable function? Is that function clear to the reader? Is the order of paragraphs logical? PLANNING THE FUNCTION AND ORDER OF SENTENCES WITHIN PARAGRAPHS Do all my sentences have an identifiable function? Is that function clear to the reader, or will they wonder why I have included it here? Does each sentence fit with the overall function of the paragraph? Does each sentence follow logically from the next? Writing: The Active Narrative Wrap COMMENTING ON INFORMATION/DATA FOR THE READER Have I (perhaps incorrectly) assumed that what I think about the information/data is obvious to all potential readers? IDENTIFYING THE FUNCTION OF INFORMATION/DATA FOR THE READER Have I (perhaps incorrectly) assumed that the function of the information/ data is obvious to all potential readers? xv

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MAKING GRAMMAR CHOICES THAT COMMUNICATE THE FUNCTION OF THE INFORMATION Have I thought about the meaning and impact of the verb tense I am using in each sentence? Have I made grammar choices that resolve (or create) potential ambiguity? MAKING VOCABULARY CHOICES THAT HELP THE READER Have I considered the needs of the global reader? Am I using vocabulary consistently? STARTING PARAGRAPHS AND SENTENCES IN WAYS THAT SUPPORT THE READER Does the start of each paragraph help the reader see where I am going in that paragraph? Have I closed the gaps between sentences and started them in a reader-friendly way? CREATING TITLES AND SUBTITLES THAT HELP THE READER Does my title represent and predict the content or is it just the original ‘working’ title that I haven’t really thought about since I began the project? Is my title a normal length for this type of article? Do my subsection titles work for the entire subsection? Do my subtitles help the reader enter the subsection? Does everything in this subsection ‘fit’ the subtitle? Are my subtitles a normal length for this type of article? Are subtitles normally grammatical sentences in my target articles? Are they supposed to summarise the content of the subsection? What strategy is used in this book? A classic approach to writing is the genre-based approach, which deals with the structure and content of different types of texts. Genre-based instruction is widely used to teach writing. However, although this approach is good at telling writers what they need to do, it is less effective when it comes to telling them how to do it. For example: WRITING THE DISCUSSION SECTION: Highlight the most significant results, but don’t just repeat what you’ve written in the Results section. HOW DO I DO THAT? Show how these results relate to the original question. HOW? Discuss whether or not your results are consistent with what other investigators have reported. TELL ME HOW! Look at alternative ways to interpret your results. HOW DO I DO THAT? Discuss how your results fit into the big picture. HOW EXACTLY DO I ‘DISCUSS’ THAT? w

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To answer questions of this type, users of this book are shown how to develop a reverse-engineering approach. They are guided towards deconstructing successful current research writing in their own field to create models for their own writing. I have used this reverse-engineering approach at Imperial College London and other universities around the world, analysing thousands of recently-published research articles in a range of STEMM disciplines to construct and validate the basic models, the grammar, and the language lists in the book. The Centre for Academic English at Imperial College London uses the approach to teach STEMM writing to early-stage researchers, as well as training more experienced research writers to develop and apply it. A key advantage of the reverse-engineering approach is that it responds well to the fast-changing nature of research writing: once the strategy becomes familiar, writers can adjust and update their models alongside the next round of changes in science writing and publication platforms. The aim of this book is to provide a quick, do-it-yourself guide for writing science research for publication. The reverse-engineering approach can be understood quickly, used independently, and tailored to the needs of all STEMM research disciplines and all STEMM texts, including grant proposals, conference abstracts and industry reports. The approach is descriptive rather than prescriptive. Instead of offering advice or telling writers what to do and what not to do, the aim is to begin by generating a highly accurate description of the type of writing each individual writer wants to produce. Accurate descriptions alone, however, do not generate written text — describing something is not the same as being able to do it, so in addition to a description of what to do, the key contribution of this approach is that it then helps the writer to discover how to do it, and to apply that knowledge.







The strategy is as follows: 1. Build a sentence-based/paragraph-based model identifying the functions of a successful text, for example: This sentence identifies a gap in the research or This paragraph maps the contribution of this study onto the literature. 2. Mine successful texts for vocabulary to communicate these functions, for example, the words and phrases that identify a gap in the research. 3. Identify and master the relevant grammar, language and writing skills that achieve these functions, for example, verb tense choices. xvii

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4. Continually reinforce, adjust, update and develop 1–3 above via reading in the field. The last step in the process: Continually reinforce, adjust and develop 1–3 above via reading in the field is essential. Science research writing is not a static genre; it is in transition, and successful writers need to be willing and able to upgrade as the genre develops. The key to success is to refer to a set of target research articles (or review articles, conference abstracts etc.), update that set constantly and update the models accordingly. The models, grammar/language and vocabulary presented in each chapter are the result of analysing over 2,500 recently-published research articles in a range of STEMM disciplines in order to generate a toolkit that is reliable and has high face validity.









Key messages: · THE CONTENT OF SCIENCE RESEARCH SHOULD BE ACCESSIBLE TO ALL READERS. · THE READER NEEDS TO BE SHOWN THE FUNCTION OF DATA OR INFORMATION, NOT JUST PRESENTED WITH IT. · THE AIM IS NOT SIMPLY TO MAKE IT POSSIBLE FOR THE READER TO UNDERSTAND; THE AIM IS TO MAKE IT IMPOSSIBLE FOR THE READER NOT TO UNDERSTAND. · EVIDENCE-BASED GUIDANCE CAN BE OBTAINED BY STUDYING THE STRUCTURE AND LANGUAGE OF SUCCESSFULLY-PUBLISHED PAPERS. Who is this book for? The book is designed to enable science researchers, both native and non-native speakers of English, to write more effective research papers for publication. The reverse-engineering strategy described in the book can also be adapted to produce other research-related STEMM writing such as reports, conference abstracts and review papers. In addition, since a research paper is a microcosm of a thesis, it can also be used to write a PhD thesis. In fact, many institutions permit PhD candidates to organise and submit the thesis as a series of linked published papers, since this solves the problem of writing the thesis and the relevant papers at the same time. w

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Why might I need it?

 

Science does not exist until it is published2. Good writing enhances the chance of publication, and publication is a key goal of research; when you share your work via publication you become part of the global science community. In addition, high-quality publications attract funding and lead to participation in high-level projects. Writing and publishing a research paper is also the best way to develop your career. If you turn your thesis or project into a useful paper, your CV will look more professional, and will be more competitive internationally. Good scientists, however, are not always good writers. Some find it difficult to organise information optimally, or to represent their research concisely and effectively. Others find writing burdensome and may feel discouraged by the prospect of writing. This slows the writing process down — sometimes to a total stop. In the current global context, research needs to be published quickly. This book is designed to speed up this ‘lab-to-journal’ process by providing the information, vocabulary and skills you need so that you can write quickly, confidently and independently. As a science researcher, you read and understand highly complex material in your field with little effort. However, you may find it harder to produce well-written texts at that level, or you may feel that your writing does not represent the content or impact of your work effectively. In this book you will learn to use your existing reading ability and the material you read to develop the relevant writing skills. You don’t need to learn much more than you already know; you just need to make that knowledge active, rather than passive. Science writing is easier than it looks. Why not simply use proof-readers, or (in the case of non-native researchers) translation software? Turning to proof-readers or translators for help resolves some language errors, but may not resolve writing issues. They may not notice some errors, because a sentence which is grammatically correct will still be wrong if it does not mean what the writer intended. The wrong verb tense, for example, may make a finding (X occurred) look like a known and accepted truth (X occurs). In addition, a proof-reader or translator may not check whether your writing fits conventional patterns in your field. For example, you may have forgotten to justify your choice of method or explain how xix

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your results relate to your original question. A proof-reader or translator is unlikely to notice this, but it could mean that the peer reviewer or journal editor rejects your paper as unprofessional. Another example is that if your conclusions are translated in language that is more forceful or positive than you intended, your paper may fail at the review stage because the reviewer cannot find adequate justification in your results for the conclusions thus stated. There is an additional difficulty associated with using translators or translation software. English academic writing follows certain cultural norms; these are evident in the choice of vocabulary and even in the way information is organised into paragraphs. If the cultural writing norms of the writer are very different from those of the reader, the translated text will look odd, and key aspects of research paper writing, such as explicitly identifying the value of the study, may be so understated as to be unrecognisable. Another fastemerging issue is that ownership of confidential material is harder to control once the material has passed through internet-accessible translation software or editing tools. Will the book help me to become the ‘first author’ of my paper? The first author is more visible in the literature than co-authors, and is more closely linked with the research (e.g. Wu et al., 2019). The rules and conventions for the order of multiple authors vary across different research disciplines, but if you depend on colleagues to do much of the writing for you, this may affect your status as first author, so a central aim of this book is to improve your ability to write independently. Does the book focus on vocabulary and grammar? Science is international. This has an impact on the language of science publication, and drives both native-speaker writers as well as non-native writers to communicate their research in language that is clear and accessible to readers around the world. Whatever your first language, most of the people who read your paper will not be native speakers of English. Science research writing therefore uses a fairly restricted range of language to express and negotiate meaning. This is good news for non-native speakers! It means that they do not have to master the whole of English; to write successful, clear papers it is only necessary to master a relatively small w

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Introduction

subset of English vocabulary. The language used to negotiate meaning in a research paper consists of a limited set of commonly-used words and phrases. The non-technical vocabulary used in scientific writing also consists of a limited set of words and phrases. These are used as a kind of code that makes it possible to communicate accurately with researchers around the world. The issue around grammar is more complex. As noted above, correct grammar does not ensure accurate or effective communication; equally, a text may be well-written and therefore communicate successfully and accurately despite some grammar errors. Rather than focusing on grammar rules, the book directs all writers towards using grammar, for example verb tense, in ways that communicate the intended meaning clearly and unambiguously. I have taught English for Academic Purposes to STEMM students for over 30 years. For the past 25 years I have been teaching PhD and post-doctoral research writing in the Centre for Academic English at Imperial College London, where I also consult with individual PhD students, postdocs and academic staff — native speakers as well as non-native speakers — who are writing a thesis, research paper, or textbook. I also deliver workshops to research groups around the world. This book is based on the two most useful things I have learned:





1. Science writing does not need to be stylish or elegant; its primary aim is to communicate clearly and accurately. Using elegant English may actually make your research article less accessible, or even less accurate. For example, using a thesaurus to avoid repetition is counter-productive; a framework should not suddenly become a methodology, an approach or a model without warning. Repeating the same word creates an echo which enables the reader to recognise and track concepts through the paper, and ensures that the concepts themselves remain stable and consistent. 2. Good organisation and good writing can compensate for language errors, but error-free language does not compensate for poor organisation or poor writing. A text in perfectly grammatical English will be ineffective and even unintelligible if the information is jumbled or presented incoherently. xxi

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How does the book work? The book takes the research article as a typical example of a STEMM text. Reports, dissertations and theses are constructed in a similar way, but the research paper is of a more manageable size for analysis. The Units in the book are ordered according to IMRaD (Introduction, Methods, Results, Discussion) for the sake of simplicity. Although IMRaD is no longer the only available model for research writing, most research articles do contain an Introduction, a description of what was done/used, the outcome of what was done/used and a discussion of that outcome. However, IMRaD is not normally the order in which the writer produces the research paper, nor is it always the order in which it appears in a journal, or the order in which the paper is likely to be read. Writers often produce the Methods section first, then the Results, then the Discussion/Conclusion, then the Introduction, and finally the Abstract and Title. In addition, some journals present the Methods or Experimental section at the end of the paper or as supplementary material. Readers, too, rarely read in IMRaD order. They may begin with the Title/Abstract, but then jump straight to the Results section or the Methods, depending on their interests. Nevertheless, in this book the sections of a research paper are presented in the IMRaD format for ease of reference, and to demonstrate the order of information as it generally appears in print. The book is divided into eight units. Unit 1 deals with the Introduction, Unit 2 the Methods, Unit 3 the Results, Unit 4 the Discussion, Unit 5 extends the reverse-engineering method used in previous Units to the Conclusion section, Unit 6 deals with the Abstract, Unit 7 the Title and Unit 8 contains a checklist and writing tips. The structure of the first two units is similar. For example, Unit 1 begins by building a basic generic model of an Introduction. Extracts from recentlypublished Introductions are included to demonstrate how the model operates in the real world. This is followed by a list of useful vocabulary taken from over 2,500 recently-published research articles in different disciplines, together with examples of sentence patterns that show how the words and phrases are used in the Introduction. At the end of the Unit there is a Language and Writing Skills section designed to respond to frequently-asked questions. There are not many grammar exercises in the Language and Writing Skills

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Introduction

 

sections at the end of each Unit; this book is intended to be a fast and easilyaccessible guide rather than a language textbook. Where grammar issues are discussed, the aim is not to identify rules for ‘correct’ grammar, but rather to avoid ambiguity. At this stage in Unit 1, you will have a robust generic model of an Introduction, a list of useful words, phrases and sentence patterns for each part of the Introduction model, and a language/writing skills guide that responds to FAQs about grammar and writing skills in the Introduction. If you do the tasks in the unit, you will be able to put the model, vocabulary and language/writing skills together to write an Introduction. At the end of Unit 1 you write a simple Introduction using what you have learned and compare it with a sample answer in the Key. This pattern is repeated in Unit 2. In Units 3, 4, 5 and 6 you are encouraged to reverse engineer your own target research articles to create the models, and then check and adjust them against the generic, universal models presented in each Unit. The tasks throughout the book are designed to help you develop reverse engineering to the point where it becomes an automatic adjunct to your reading strategies. If you read the book without completing the exercises and tasks, you will have an intellectual understanding of what to do but you may find it hard to put it into practice. Knowing what to do is not the same as knowing how to do it. At the moment, you may be focusing very strongly on the information content of research articles, and you may not be paying much attention to the way that the content is delivered. However, once you become aware of the structure and language used to deliver the content, this creates a ‘learning circle’ in which your research reading actively and continually informs your research writing. What other material or books do I need? As a science researcher you need to write in a way which is as similar as possible to current successfully-published writing in your field. The book shows you how to use the journal papers you read to develop the appropriate writing skills, so you need to collect a set of target research articles before you start. The set should consist of at least four recently-published research papers from the journals you usually read. You will use these target research articles to adapt what you learn to your own writing, and you should update the set frequently. xxiii

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Your target research articles should:















· be written by a researcher/research team at an English-speaking institution, or by a native speaker of English. · deal with subject matter which is as close as possible to the kind of research you are doing. · be reasonably short (less than 15 sides including graphs and tables). · be taken from the journals you wish to publish in. · be no more than five years old, given the speed at which science research writing is developing and changing. · be research articles that you consider to be well written.* · have clearly-defined Introduction, Methods, Results, Discussion and Conclusion sections, or other identifiable subsections that fit the kind of work you are doing. It will help if these have subtitles so that you can locate them easily. The subtitles may vary in different disciplines and in different journals; for example the Methods section may be called Procedure, Model, Materials and Methods, Methodology, Experimental, Data Collection or some other variation. *I am grateful to Professor Monique Dorang for this point.

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Contents

Acknowledgements



v vii

Introduction

xiii





Preface to the Second Edition

1



Unit 1: How to Write the Introduction

3 4 18 45 53 69

Unit 2: How to Write about Methods

73













1.1. The Structure and Content of the Introduction 1.2. Building a Model 1.3. Testing and Adjusting the Model 1.4. Useful Words and Phrases 1.5. Language and Writing Skills 1.6. Writing the Introduction

Unit 3: How to Write about Results 

139

3.1. The Structure and Content of the Results 3.2. Building a Model 3.3. Testing and Adjusting the Model

141 142 157



















75 77 89 99 113 127



2.1. The Structure and Content of the Methods Section 2.2. Building a Model 2.3. Testing and Adjusting the Model 2.4. Useful Words and Phrases 2.5. Language and Writing Skills 2.6. Writing a Methods Section

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169 183

Unit 4: How to Write the Discussion 

189

4.1. How to Write the Discussion 4.2. Building Your Own Model 4.3. Testing and Adjusting the Basic Generic Model 4.4. Useful Words and Phrases 4.5. Language and Writing Skills: Modal Verbs 4.6. Summary Discussion Exercise

191 192 209 221 229 242

Unit 5: How to Write the Conclusion 

243

5.1. Building a Model 5.2. Testing and Adjusting the Model 5.3. Useful Words and Phrases 5.4. Language and Writing Skills

246 257 258 259

Unit 6: Writing the Abstract

263

6.1. Guidelines for the Abstract 6.2. Types of Abstract 6.3. A Generic Abstract Model 6.4. Language 6.5. Summary Abstract Exercise

266 269 286 290 297





































3.4. Useful Words and Phrases 3.5. Language and Writing Skills: The Certainty Continuum

299

7.1. Check Average Length 7.2. Using Acronyms 7.3. Compare the Title Keywords to the Keyword List 7.4. Check the Grammar of the Title 7.5. Map and Model the Structural Content of the Titles in Target Articles 7.6. Check that Expectations that the Title Suggests Are Fulfilled in the Paper

304 305 306 307 309

















Unit 7: Writing the Title

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Contents

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8.1. Organising the Information 8.2. Creating Sentences 8.3. Grammar and Vocabulary 8.4. General

315 318 321 329









Unit 8: Checklist and Tips

331

Language Index



Writing Skills Index



Appendix B: Research Verbs



Appendix A: Prefixes Used in Science Writing





Sources and Credits

337 341 345 347

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b2530   International Strategic Relations and China’s National Security: World at the Crossroads

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UNIT 1 How to Write the Introduction

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TITLE ABSTRACT INTRODUCTION

METHODS

RESULTS

DISCUSSION CONCLUSION* Fig. 1.1  The shape of a research article

*Some journals call this section CONCLUSION and others call it CONCLUSIONS but this does not seem to reflect the number of conclusions that are drawn. w

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It is unfortunate that in an environment in which so many individuals must publish for the sake of their own careers [...] that only a limited effort is made to understand the structure of written papers. It is an eminently teachable topic. Detailed, evidencebased guidance is needed for potential authors, and can be derived from a study of the structure of papers that are successfully published in leading journals.3

1.1. The Structure and Content of the Introduction As you can see, Fig. 1.1 is symmetrical. This is because many of the things that are in the Introduction occur — often in reverse order — in the Discussion. For example:









· At the start of the Introduction you write an opening sentence which enables your reader to ‘get in’ or start your paper/thesis; at the end of the Discussion you ‘get out’ by finding an appropriate way to end. · During the Introduction you generally present past or current research and/or knowledge about the topic; in the Discussion you show how your study contributes to that research or advances that knowledge. · At some point in the Introduction you state the specific problem your study focuses on or identify a gap in the existing research that will be filled in your paper; in the Discussion you discuss to what extent you have resolved that problem. · At the end of the Introduction you need to enable readers to move into the central section (usually the Methods and/or Results); at the end of the central section you need to enable readers to move into the Discussion. Notice that the Introduction narrows towards the central report section, and the Discussion widens after it. This represents the way information is ordered in the Introduction and the Discussion: in the Introduction you start out by being fairly general and gradually narrow your focus towards your own study, and the opposite is true in the Discussion.

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1.2. Building a Model



1.2.1 EXERCISE 1: How to build a simple model by reverse engineering  

 

The structure of the Introduction is similar in most research fields, and the content links directly to the structure. This Unit will show you how to build and use an Introduction model that answers the following three questions: How do writers normally start an Introduction? What is normally included in an Introduction, and in what order? How do writers normally end an Introduction?

Using the reverse-engineering approach discussed on pages xvii–xviii, look at the first Introduction below and write a short description of what the writer is doing in each sentence. Note that you are not describing or summarising what the sentence is saying (the content of the sentence); instead, you are working out what the sentence is doing (the function of the sentence). One way to identify the function of a sentence is to look at the tense of the main verb. What is that verb tense normally used for? Is the verb in the same tense as in the previous sentence? If not, why has the writer changed the tense? Remember that your model is only useful if it can be transferred to other Introductions, so don’t include content words such as polymer or you won’t be able to use the model to generate Introductions for your own research articles. Keep your description simple; Sentence 7 has been done for you as a guide to the level of detail to aim for. Once you have completed the description of the first Introduction, test and adjust your model by applying it to the Introduction in Section 1.3.1, and then to the Introductions in your target articles. A light-weight chitin-PLA composite for load-bearing biomedical applications Introduction 1 Biomass-derived polylactide (PLA) has received much attention in recent years due to its biodegradable1 and biocompatible2 properties. 2 Biomass-derived PLA is produced from renewable feedstocks such as

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corn and sugar cane. 3 It has outstanding molding properties for use in biomedical applications such as scaffolds for tissue engineering3,4. 4 However, its weakness under impact has significantly limited its use. 5 Biomedical applications require materials with the lowest possible toxicity so although metals such as aluminium have been used to strengthen PLA for industrial applications5,6, these are not appropriate for biomedical use7. 6 One way to strengthen polymers for biomedical applications is to incorporate a layer of keratin, a material that occurs naturally in the mammalian anatomy, and there has been extensive research regarding keratin-PLA composites8,9,10. 7 For example, Penney et al. (2012) showed that incorporation of keratin fillers in the PLA matrix could be achieved using blending techniques8. 8 However, although the effect of keratin on the mechanical properties of copolymer systems was demonstrated over two years ago 9, keratin adds considerably to the weight of the composite, and little attention has been paid to the selection of an alternative biocompatible material. 9 The present paper presents a set of criteria for selecting such a component. 10 On the basis of these criteria it then describes the preparation of a biomass-derived polymer blend using chitin, a longchain polymer found in many places throughout the natural world. 11 This combination formed a novel lightweight copolymer in which the incorporation of PI significantly increased resistance to impact while retaining the biocompatible features of keratin.

In Sentence 1, the writer In Sentence 2, the writer In Sentence 3, the writer In Sentence 4, the writer In Sentence 5, the writer In Sentence 6, the writer In Sentence 7, the writer

mentions a key research study in this area.

In Sentence 8, the writer In Sentence 9, the writer In Sentence 10, the writer In Sentence 11, the writer 5

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1.2.2 Key  

 

Science Research Writing

In Sentence 1 Biomass-derived polylactide (PLA) has received much attention in recent years due to its biodegradable1 and biocompatible2 properties. the writer establishes the importance of this research topic. If you wrote the writer introduces the study for Sentence 1, that won’t help when you come to write your own research paper, because it doesn’t tell you how to ‘introduce’ the study. You may have started previous Introductions by describing the specific problem you are trying to solve, or the method you plan to use, but when you look at published work in your field you will see that this is not how most research papers begin, and therefore it may not be the best way for you to begin. Many research articles begin by establishing how or why the topic is useful or important, so in your target articles you will often find something in the first sentence like much study in recent years or a major role or widely-used. What verb tense should I use in the first sentence? Phrases that refer to recent time like in recent years or in the past five years are normally followed by the Present Perfect tense (Much study in recent years has focused on…/The status and function of the port has evolved rapidly over the past three years.). If you are focusing on the current situation, it is common to use the Present Simple tense (There are substantial benefits to be gained from…). It’s worth noting, however, that what is recent or current now will not be recent or current in five years’ time, so if you are hoping that your research article will still be relevant five years from now, consider using an identifiable date, e.g. since 2018. What if I don’t have the confidence to say that my research is important? If most authors of similar research papers in your field begin by establishing the significance of the topic but you don’t, it may seem to the editor or reader that your research topic is NOT important. Check your target journal — it’s not a question of confidence; it is about writing in an accepted, conventional way. If most target articles in your field begin this way, yours should too; don’t be shy about stating why or how your research topic is important or useful. w

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Do all research papers begin like this? No, they don’t. As always, the target readership is the deciding factor. Some research topics are very narrow, and all those who will want to read your research paper are part of a small research community for whom a statement about the importance of the field is unnecessary, and possibly even inappropriate. In that case, it is common to begin with a statement about the specific focus of research in the field, a definition of a key term or some factual information necessary to understand the topic. An example of this is Sentence 2: In Sentence 2 Biomass-derived PLA is produced from renewable feedstocks such as corn and sugar cane. the writer provides background factual information for the reader. Sentence 2 is in the Present Simple tense, which is the verb tense used for accepted/established facts. Research papers often begin, either in the first sentence or the first paragraph, with accepted or established facts. This ensures that all readers have the appropriate background information to process the rest of the paper. So what kind of fact should I start with?  

This depends on how wide your subject — and therefore your readership — is. If your research area is very narrow, many of your readers will have a good level of background knowledge and you can start with fairly specific information. If your paper is likely to attract a wider or more interdisciplinary audience, then you should start with more general background information and even consider including background facts which seem obvious to you. You can find good examples of that first fact by checking similar papers published recently in your target journal. Note that if you resubmit the paper to a different journal, the readership of that journal may be either narrower or wider, so you cannot simply re-send the original version. In particular, you may need to adjust the first sentence to ensure that it responds to the needs of a different readership. The golden rule is: check recent editions of the journal you are submitting to, and start

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your Introduction in the same way as other authors who have successfully submitted their work on similar topics to that journal. What if there are several background facts I want to start with, not just one? How do I know which one to begin with? The shape of the Introduction in Fig. 1.1 starts wide and gradually narrows. This means that you start with a fairly general item of information, one that many of your readers already know. This represents a ‘meeting place’ fact from which all readers can start together, after which you can move on to more specific information. Always show your readers the general picture before you proceed to the details: show them the wall before you start to talk about the bricks! How much background information should I provide? It is extremely difficult to predict what knowledge readers bring to the paper. Your readers are not part of your research group, so the background information that is very familiar to you and your colleagues is not necessarily known to all potential readers of your research paper. Given that most research reading is now done via the internet, readers may access the paper from a different discipline or even a non-STEMM discipline. As a general rule it is better to provide slightly too much background information than slightly too little. In addition, if you jump straight from very general to very specific information early in the Introduction this is likely to cause difficulties, particularly for the interdisciplinary reader. It is therefore essential to close the information gaps between the opening sentences (see Section 1.5.2) so that all readers can move smoothly through the background information in the Introduction. I’m still not sure where to begin. If you are still stuck for a first sentence, look at the keywords you are considering. If similar recent papers in your target journal begin with a definition of or a fact about one of those keywords, consider starting with that; if they begin by establishing the importance of the topic, begin with that. Remember the key message: EVIDENCE-BASED GUIDANCE CAN BE OBTAINED BY STUDYING THE STRUCTURE AND LANGUAGE OF SUCCESSFULLYPUBLISHED PAPERS. w

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Can’t I start by describing the specific problem I am hoping to solve? Most authors don’t, because it’s sometimes difficult to describe the specific problem until readers have enough information to understand it. It’s also very hard to limit yourself to one sentence about the problem you are hoping to solve, and before you know it, you’ve written a lot of specific detail about the problem which your readers can’t process because you haven’t yet given them the relevant background. In Sentence 3 It has outstanding molding properties for use in biomedical applications such as scaffolds for tissue engineering3,4. the writer does the same as in Sentences 1 and 2, but in more detail, using citation references to support the background facts and the claim for importance. There are citation references in Sentence 3 — does that mean that this is part of a review of the research in this area? No, a short review of previous and current research and knowledge usually comes later in the Introduction, and is more likely to focus on the methods or results of individual studies. This is simply a citation reference for the background facts. How do I decide whether or not to include a citation reference for the background facts? One reason for including a citation is that plagiarism (failing to give others the appropriate credit for their work) is unethical. Secondly, a citation reference gives your reader the chance to find and read the study mentioned. The third reason is that failing to provide such references implies that you are not familiar with research in your area. Deciding whether to include a citation reference also depends on when the study was published, and the extent to which the findings of that study are accepted as facts by the research community. Many facts which are now accepted by researchers began their life — perhaps years ago — as research findings. For example, in Sentence 2, the information that Biomass-derived PLA is produced from renewable feedstocks such as corn and sugar cane originally came from research, and was probably initially reported in the Present Perfect tense: Lawrence et al. have found that biomass-derived PLA can be obtained 9

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from renewable feedstocks such as corn and sugar cane or the Past Simple tense: Lawrence et al. (2000) found that biomass-derived PLA can be obtained from renewable feedstocks such as corn and sugar cane. However, once that research finding becomes well established, such statements start to appear in the Present Simple tense, with the citation attached: Biomass-derived PLA is produced from renewable feedstocks such as corn and sugar cane (Lawrence et al., 2000), and eventually the citation simply drops off and the information becomes part of the accepted factual background to the topic: Biomass-derived PLA is produced from renewable feedstocks such as corn and sugar cane. The only way to get this right is to check current usage in your field. A journal article from five years ago may use a verb tense that is now no longer appropriate, so using that tense implies that you are not up to date with developments in your field. Search engines such as Google Scholar are a good resource for this. If most researchers in your field currently use the Present Simple tense when they state a particular fact, follow their lead if you also state that fact. If most are still including a citation reference, follow their lead. It is exciting to realise that once your status as a published researcher is established in your field, you will have earned the right to make such decisions yourself. In Sentence 4 However, its weakness under impact has significantly limited its use. the writer describes the general problem area or the current research focus of the field (weakness under impact). Notice that the writer is still not describing the specific problem which their own research paper will deal with; s/he is referring to the current focus of the field, i.e. the problem of weakness under impact. This is presented as a problem which many researchers in this field are interested in, and which leads to the specific problem that this paper will deal with. In Sentence 5 Biomedical applications require materials with the lowest possible toxicity so although metals such as aluminium have been used to strengthen PLA for industrial applications5,6, these are not appropriate for biomedical use7. the writer extends the problem area/current focus of the field (toxicity).

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In Sentence 6 One way to strengthen polymers for biomedical applications is to incorporate a layer of keratin, a material that occurs naturally in the mammalian anatomy, and there has been extensive research regarding keratin-PLA composites8,9,10. the writer links the general problem area to published research and refers to other studies. In Sentence 5, some citation references are in the middle of the sentence. When should a citation reference come in the middle of the sentence? When it is necessary to avoid confusion, for example if the citation only refers to part of your sentence. Your citation location should make it clear which part of the information comes from which study. This is not only a matter of professional courtesy, it is also misleading to imply that all of the information in a sentence comes from all of the studies cited at the end of that sentence. In Sentence 7 For example, Penney et al. (2012) showed that incorporation of keratin fillers in the PLA matrix could be achieved using blending techniques8. the writer mentions a key research study in this area. How many research studies should I mention in the Introduction? As always, consult your target research articles. It is worth noting that if many authors collaborate to write the paper, or if the paper itself takes a long time to write, the literature and knowledge review in the Introduction may become over-long and lose focus. Every study that you mention in the Introduction should be both relevant and essential to the research background of your own study, and should lead towards the motivation for your study. How do I decide which research studies to mention in the Introduction? Relevance is crucial. The literature and contributions review in a research article is not a list or a summary of what you have read. It is a carefullynarrated journey through selected relevant research and the contributions of that research that has a specific aim: to demonstrate to the reader that the study reported in the paper is justified, and that the approach is valid. If you include irrelevant studies you will break the thread of the narrative.

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Deciding which research studies to include in the Introduction is directly related to the problem or question that has provided the motivation for your study, so select research that demonstrates the development and evolution of research towards that problem or question. Another function of the literature and contributions review in a research article Introduction is that it identifies where the study is located on the research ‘map’ of the field. When you read a research paper you generally recognise some of the studies mentioned in the Introduction, and this helps you see where the study fits into the field. In the same way, the selection of names and references you choose to mention in the Introduction will help your readers to see where your study is located on the research ‘map’. How do I organise and link those studies? Ordering and organising those studies and linking them with a rational narrative is essential. You can’t just pour a description of previous and current research onto the page in any order and without a linking narrative, or it will look like a shopping list. A carefully-planned and well-narrated literature and contributions review makes it easy for the reader to understand how the research has developed, and much more importantly, how and why it leads to your study. To keep the review in the Introduction on track, plan and organise the research contributions according to an organisational pattern. Here are three possible patterns:









· General-to-specific Writers frequently start with general research in the field, possibly a review article, and gradually move to research that is closer to the problem or gap dealt with in the present study. This is the most common pattern. · Different approaches/theories/models In some papers, studies are grouped according to the approach or method they used. Grouping similar studies together helps you avoid the ‘tennis match’ effect where you go backwards and forwards beginning each sentence with However or On the other hand.

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How to Write the Introduction





· Chronological order This may be appropriate, for example, if the development of your field is related to political decisions and laws such as those relating to pollution or fracking. To link the studies and contributions, consider words or phrases such as:



[ref] also observed that… [ref] resolved this by… [ref] were the first to… A pioneering study by [ref] demonstrated… A similar approach was used by [ref], who… An alternative approach was proposed by [ref], who… According to [ref], it is highly likely that… Importantly, [ref] noted that… In order to resolve this, [ref] analysed/developed... In that study, although… In their recent work, [ref] has suggested that… It was later shown by [ref] that… One [potential] implication of [ref]’s results is that… Other studies have focused on…, for example, [ref] and [ref] attempted to… Recently, it has been shown/suggested that… Soon after, [ref] proposed… Subsequently,… Taken together, these studies suggest that… The most systematic review is that in/of [ref]…, These findings challenge the work of [ref], who… This approach was further developed by [ref], who… This methodology was adapted by… To address this issue, [ref]… To overcome these problems, a different approach was used by/in [ref]. Within five years, [ref] developed a…

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Signalling language like however/therefore can also effectively and concisely drive the narrative from one item in the literature and contributions review to the next. For more on this see Section 1.5.2 Linking sentences and information together. In Sentence 8 However, although the effect of keratin on the mechanical properties of copolymer systems was demonstrated over two years ago9, keratin adds considerably to the weight of the composite, and little attention has been paid to the selection of an alternative biocompatible material. the writer identifies a problem or gap in the research.

This is where you begin to move towards your own paper or study, and the specific problem you will deal with. This is normally done either by identifying a gap in the existing knowledge or by indicating that there is a problem in previous research. It is conventional to introduce it with a signal such as However or Although, and these words have an ‘instant recognition’ feature that alerts the reader to the gap. Note that in professional writing it is unusual to put the gap or problem in the form of a question; it is normally stated as a prediction, suggestion or hypothesis. Don’t be shy about pointing out the problems in previous research. In the first place it may be necessary to identify those problems in order to explain why you have done your study. In the second place, the language used here is usually respectful and impersonal, and therefore not offensive. The reader may need more background information at this stage; for example, details of the properties of the material which you are investigating, or a description of the specific part of the device which you plan to improve. Research writing requires a surprising amount of background information, and it is better to offer slightly too much than too little. At this stage you move directly to your own paper or study. You can describe it, say what its purpose or focus is, give its structure or a combination of these. In Sentence 9 The present paper presents a set of criteria for selecting such a component. the writer describes the present paper or study.

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Should I use the passive or the active here? This depends on factors such as the potential for ambiguity, the style of the target journal and whether you prefer to focus on yourselves as authors or on the study. See Section 1.5.3 Passive/Active choices for details and guidance about this. What verb tense should I use? Writers normally use the Present Simple tense to describe the work itself (This paper is organised as follows/This study focuses on…) and the Past Simple tense to talk about the aim of the work (The aim of this project was…/ Our aim was…). This is because in ‘real time’, the aim existed before the work was done. It is also possible to state the aim in the Present Simple tense (The aim of this study/paper is…), particularly in cases where the aim is only partially achieved. In Sentence 10 On the basis of these criteria it then describes the preparation of a biomass-derived polymer blend using chitin, a longchain polymer found in many places throughout the natural world. the writer outlines the method reported in the paper. Although writers often mention the method or results in the Introduction, if you provide too much detail of these, the Introduction can become very long and lose focus. As always, check current target articles for guidance. In Sentence 11 This combination formed a novel lightweight copolymer in which the incorporation of PI significantly increased resistance to impact while retaining the biocompatible features of keratin. the writer announces the main result, using language that explicitly identifies the achievement of the study (‘happy’ J words) (novel, lightweight, significantly increased).

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1.2.3 The Introduction model  

 

Science Research Writing

These are the sentence descriptions collected in Section 1.2.2 by reverse engineering the Introduction: In Sentence 1, the writer

establishes the importance of this research topic.

In Sentence 2, the writer

provides background factual information for the reader.

In Sentence 3, the writer

does the same as in Sentences 1 and 2, but in more detail, using citation references to support the background facts and the claim of importance.

In Sentence 4, the writer

describes the general problem area or the current research focus of the field.

In Sentence 5, the writer

extends the problem area/current focus of the field.

In Sentence 6, the writer

links the general problem area to published research and refers to other studies.

In Sentence 7, the writer

mentions a key research study in this area.

In Sentence 8, the writer

identifies a problem or gap in the research.

In Sentence 9, the writer

describes the present paper or study.

In Sentence 10, the writer outlines the method reported in the paper. In Sentence 11, the writer announces the main result, using language that explicitly identifies the achievement of the study (‘happy’ J words). We can streamline these so that our Introduction model has FOUR basic components. It’s not necessary to use everything when you write an Introduction; the model should be considered as a flexible menu.

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GENERIC INTRODUCTION MODEL 1

ESTABLISH THE IMPORTANCE OF THE TOPIC/FIELD PROVIDE BACKGROUND FACTUAL INFORMATION PRESENT THE GENERAL PROBLEM AREA/CURRENT RESEARCH FOCUS

2

PRESENT PREVIOUS AND/OR CURRENT RESEARCH AND CONTRIBUTIONS: the research ‘map’

3

LOCATE A GAP IN THE RESEARCH DESCRIBE THE PROBLEM YOU WILL ADDRESS PRESENT YOUR MOTIVATION AND/OR HYPOTHESIS IDENTIFY A RESEARCH OPPORTUNITY

4

DESCRIBE THE PRESENT PAPER, sometimes mentioning aims/ results/methods/conclusions, and often including ‘happy’ J words

When you have looked at many Introductions, you will notice that:











· almost all research article Introductions begin with something in Component 1. · almost all research article Introductions end with something in Component 4. · in some Introductions, Component 2 is a summary of current knowledge. This is generally in the Present Simple tense but may still need citation references. · in some Introductions the GAP or PROBLEM in Component 3 is not stated explicitly. This is because the motivation for the study may be simply to extend previous research, or the gap/problem may be implicit in the description of the present study and its aims. · additional background factual information in the Present Simple tense occurs at every point where the author considers it necessary for readers.

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1.3.1 A demonstration of the model  

 

1.3. Testing and Adjusting the Model

To demonstrate the model, clues to the model components are in bold type in the Introduction below. Read the Introduction carefully and note how the vocabulary and verb tenses link up with the model.

Rapid fragmentation of neuronal networks at the onset of propofol-induced unconsciousnessa Introduction General anesthesia is a drug-induced reversible coma commonly initiated by administering a large dose of a fast-acting drug to induce unconsciousness within seconds (1). This state can be maintained as long as needed to execute surgical and many nonsurgical procedures. One of the most widely used anesthetics is propofol, an i.v. drug that enhances GABAergic inhibitory input to neurons (2–4), with effects in cortex, thalamus, brainstem, and spinal cord (5–7). Despite the understanding of propofol’s molecular actions, it is not clear how these effects at molecular targets affect single neurons and larger-scale neural circuits to produce unconsciousness. The effects on macroscopic dynamics are noticeable in the EEG, which contains several stereotyped patterns during maintenance of propofol general anesthesia. These patterns include increased delta (0.5–4 Hz) power (8, 9); increased gamma (25–40 Hz) power (9); an alpha (~10 Hz) rhythm (10–12) that is coherent across frontal cortex; and burst suppression, an alternation between bursts of high-voltage activity and periods of flat EEG lasting for several seconds (13, 14). In addition, slow oscillations (2 cm) cortical networks is impaired. Cortical networks therefore are fragmented both temporally and spatially, disrupting both local and long-range communication. However, small-scale (95% pure (limited by instrumental sensitivity). Using X-ray diffraction and other analytical techniques, we observe a significant dependence of film quality, such as ordering and crystallite size, on the substrate composition and other deposition conditions used for growth, suggesting that it may be possible to generate optical quality thin films of DAST and similar organic salts and compounds by OVPD using suitable substrates. To our knowledge, this is the first demonstration of the deposition of ordered thin films of a highly non-linear optically active organic salt using atmospheric vapour phase techniques.

2 Identification and characterisation of the early differentiating cells in neural differentiation of human embryonic stem cellsc Introduction The developmental processes of many organs and tissues in an embryo originate from the pluripotent cells of the inner cell mass (ICM) in the blastocyst. As development proceeds, these cells gradually acquire specialized traits,

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becoming committed to specific fates and losing their potential to differentiate into other cell types. For example, the development of the central nervous system is initiated following gastrulation by the induction of the neuroectoderm, a process by which embryonic cells acquire a neural fate to form a single layer of neuroepithelial cells [1]. These cells subsequently give rise to neural stem and progenitor cells, which undergo further differentiation to neurons and glia [2]. This multi-step cell fate determination that occurs during embryonic neurogenesis is delicately orchestrated by many signalling pathways and transcription factors. Although considerable efforts have been focused on ascertaining the emergence of these earliest potential neural cells and the regulatory mechanisms that govern the process of neural induction, they have yet to be fully defined. This is largely due to the lack of adequate tissues from the early developmental stages. Human embryonic stem cells (hESCs) derived from the ICM of blastocysts are capable of self-renewal in culture indefinitely and meanwhile retain the developmental pluripotency of the embryonic founder cells, having the potential to differentiate into all the cells and tissues in a human body [3]. Therefore, they provide not only a potential source of specialized cells for regenerative therapies but also a valuable in vitro model to study early human development, particularly as the direct study of early human embryo development is severely hampered by the inability to obtain adequate amounts of tissues at all developmental stages. Although differentiation of ESCs may not fully recapitulate the development of the embryo, increasing evidence demonstrates that their lineage-specific differentiation nonetheless reflects the developmental progression of that cell type in vivo [4–7]. Therefore, the use of hESCs to investigate early human embryo development may provide valuable insights into early developmental processes, including neural induction. The Oct4 transcription factor plays an essential role in the maintenance of pluripotency and self-renewal of ESCs [8, 9] and is also a critical reprogramming factor [10]. In mouse, Oct4 is initially expressed in all the blastomeres of the morula, with its expression becoming successively restricted to the ICM of the blastocyst. After gastrulation, the expression of

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1.3.3 EXERCISE 2b: Identifying the model components  

 

Oct4 is concentrated in the primitive ectoderm and persists through E7.5 in unsegmented areas, but is downregulated as development continues. By E9.5, its expression is limited to primordial germ cells [11]. In humans, Oct4 expression remained at stage 9 post-implantation embryos [12]. In the absence of Oct4, embryos are unable to form pluripotent ICM and fail to produce any other lineages, except for extraembryonic trophoblasts [13]. Correspondingly, forced downregulation of Oct4 in mouse and human ESCs results in their differentiation into extraembryonic lineages [8, 14, 15]. Taken together, this implies that Oct4 plays a significant role in embryogenesis and early lineage differentiation. We have previously shown that hESCs can be efficiently differentiated to neural progenitors by the inhibition of BMP [16]. During the initial differentiation, expression of Oct4 remains detectable for at least one week until the formation of neuroepithelial cells after week 2. Little is known about these early differentiating cells and it is not clear whether this initial Oct4 expressing population differ from undifferentiated hESCs. In this study, we carefully identified and isolated this initial differentiating cell population and demonstrated that these cells are distinct from undifferentiated hESCs and committed neural progenitor cells (NPCs), exhibiting intermediate features between the two. The identification of these early neural differentiating cells will provide a valuable cell source which can be used to elucidate the molecular mechanisms that regulate neuroectoderm development.

Here are six more full-length Introductions from research articles. Underline the words and phrases that help identify the model components, then check your answers with the Key on pages 35–44.

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1 The oxidative corrosion of carbide inclusions at the surface of uranium metal during exposure to water vapourd Introduction The interaction between metallic uranium surfaces and water vapour is considered to be most important in regard to the environmental corrosion of the metal. Numerous studies have examined the initial stages of these interactions [1–7]. However, there have been discrepancies in the published data describing kinetic laws, pressure dependence of the reaction rate constant and activation energies. The precise mechanism for uranium corrosion is not entirely clear with different mechanisms proposed arising from the results of the undertaking studies [1–7]. Existing discrepancies in the published data may, in part, be related to differences in the provenance and purity of the metal used by different groups. The reactivity of impurity species such as carbide, may have affected recorded data. This work aims to provide data for an improved understanding of the role of impurity phases in the uranium–water reaction, samples of uranium containing 600 ppm carbon were analysed during and after exposure to water vapour at 19 mbar pressure, in an environmental scanning electron microscope (ESEM). Samples were analysed using secondary ion mass spectrometry (SIMS), focused ion beam (FIB) imaging and sectioning and transmission electron microscopy (TEM) with X-ray diffraction (micro-XRD).

2 A GPU-tailored approach for training kernelized SVMse Introduction Support Vector Machines (SVMs) are among the most popular general purpose learning methods in use today. SVM learning amounts to learning a linear predictor, with regularization (corresponding to a “large margin”) ensuring good generalization even in very high dimensions. This predictor need not be linear in the input representation: it is possible to learn a linear predictor in

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some extremely high dimensional space specified implicitly through a kernel function. SVMs were originally suggested in the context of binary classification, but more recently variants following the same principles have also been developed and successfully applied to more complex prediction tasks such as multiclass classification and prediction of structured outputs such as sequences. Training an SVM amounts to solving a quadratic programming problem (see Section 2). Although general-purpose quadratic programming solvers can only handle fairly small SVM instances, much effort has been made in the past two decades to design special purpose solvers that can handle large-scale SVM instances. This effort resulted in widely-used packages that can solve both “linear” SVMs (i.e. where the prediction is linear in the input representation) and “kernelized” SVMs (where a non-linear kernel defines the linear prediction space). For linear SVMs, stochastic methods such as PEGASOS [13] and Stochastic Dual Coordinate Ascent [8] have recently been established as being effective at solving extremely large SVM instances, typically in less time than that which is required to read the data into memory. For kernel SVMs, most leading solvers are based on decomposing the dual optimization problem into small subproblems [11, 9, 4, 1, and see also Section 3]. Such approaches can indeed handle fairly large problems, provided that the data fits in memory, but it is not uncommon for training to require many hours or days, even using state-of-the-art optimizers. There is therefore still a strong need for faster training of kernel SVMs. One attractive possibility for enabling faster SVM training is to leverage the power of Graphical Processing Units (GPUs). GPUs are highly parallel, structured, computational engines and are now available relatively inexpensively and are found in many modern computers. In this paper we discuss how SVM training can be efficiently implemented on a GPU, and present such an implementation for both binary and multiclass SVMs. Several authors have recently proposed using GPUs for kernelized SVM training [3, 2] and related problems [6]. These previous approaches, however, primarily focused on pointing out the advantages of implementing standard algorithms on graphics hardware, typically using GPU matrix-multiplication libraries, and not on how these algorithms can be modified to better take advantage of the GPU architecture. We study various algorithmic choices for SVM training in the context of GPUs, discuss how the optimal choices and

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algorithms on a GPU are different than those for a serial implementation, and arrive at an implementation specifically designed for graphics hardware. As with many previous approaches, we assume that the dataset fits in memory, and focus mostly on the Gaussian kernel, although our implementation can handle any kernel function which can be written in the form K(x, y) = f (||x||, ||y||, 〈x, y〉) (see Section 5.2), and our ideas apply even more broadly to any kernel which is an aggregation of element-wise operations. One particularly significant drawback of other GPU SVM solvers is their lack of support for sparse datasets. On the CPU, taking advantage of sparsity is a simple matter, and sparse datasets are encountered frequently enough that many widely-used SVM solvers treat all input vectors as sparse, by default [9, 4, 1]. On the GPU, however, maximum performance is only achieved if memory accesses follow certain fairly restrictive patterns, which are difficult to ensure with sparse data. In contrast to other GPU SVM solvers, our implementation does take advantage of sparsity in the training set through a novel “sparsity clustering” approach (Section 5.3). Overall, our implementation is orders of magnitudes faster than existing CPU implementations, and several times faster on sparse datasets than prior GPU implementations of SVM training.

3 Signals from the surface modulate differentiation of human pluripotent stem cells through glycosaminoglycans and integrinsf Introduction Human pluripotent stem (hPS) cells (embryonic stem cells and induced pluripotent stem cells) are promising sources of specialized cells because of two intrinsic properties: they can self-renew indefinitely and differentiate into diverse cell types (1). To selectively guide hPS cell differentiation, precise control cellular microenvironment is needed (2, 3). Considerable effort has been devoted to identify soluble factors that promote differentiation. Additionally, there is interest in developing matrices to support cells during differentiation (4), yet much less is known about how signals from the matrix influence cell fate.

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Matrigel is the most widely used substratum for hPS cell propagation (5) and differentiation (6–12); it is derived from mouse sarcoma cells, and although its principal components are laminin, collagen, and entactin, Matrigel consists of up to 1,800 different proteins — including encapsulated growth factors — whose levels vary significantly from batch to batch (13). Accordingly, the contributions of Matrigel-delivered signals to specific phenotypic outcomes — self-renewal or differentiation — are difficult to characterize or control. Elucidating the effects of insoluble signals requires defined substrata. Such defined substrata have been developed for the longterm culture of undifferentiated hPS cells in defined media. A number of surfaces have been described including recombinant proteins (14–16), fully synthetic polymers (17–19), and peptide-modified surfaces (20–23). Surfaces that present bioactive peptides have the advantage that they can be programmed to interact with specific cell-surface macromolecules such as the glycosaminoglycans (GAGs) and integrins. Defined surfaces can be exploited for differentiation via two distinct mechanisms. First, surfaces can be tailored to present ligands that promote adhesion of specific cell populations during differentiation (24). Second, surfaces can be devised to specifically activate (or mitigate) signal transduction pathways. Here, we use a modular approach to exploit the aforementioned modes to control hPS cell differentiation to each of the primary germ layers. Our results reveal the advantages of defined surfaces for decoding the influence of insoluble signals on cell fate.

4 Evaluation of the damage detection capability of a sparse-array guided-wave SHM system applied to a complex structure under varying thermal conditionsg Introduction Considerable effort has been expended on the development of structural health monitoring (SHM) systems [1–7], because these are widely regarded as capable of significantly reducing inspection costs of safety-critical structures in industries

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such as aerospace, nuclear, and oil and gas, among others. Successful SHM systems can be considered as those which combine good sensitivity to defects, preferably with the capability of localization and identification, with a low sensor density. Nondestructive evaluation (NDE) systems based on ultrasonic guided waves generated by deployable arrays of transducers have been applied to the inspection of pipeline, rail, and relatively simple platelike structures [8–14]. These systems take advantage of the fact that certain guided-wave modes are able to propagate through several meters of the structure, often across various structural features, from a single excitation point. Recently, focus has shifted to the development of SHM systems based on guided waves, where a small number of permanently attached transduction units would allow good coverage and real-time, on-demand inspection of complex structures [15–18]. So far, effective commercial applications of systems based on guided waves [9, 10, 13, 14] have been achieved only when processing of recorded time-traces allows straightforward identification of individual reflections, which can then be attributed either to benign structural features (e.g., stiffeners, welds, and supports) or to defects. Simple pulse-echo or pitch-catch signals from complex undamaged structures will usually consist of a large number of interfering reflections that cannot be identified; these unwanted reflections are a source of coherent noise, which is highly detrimental because it can mask reflections from defects in the structure. In these cases, it is necessary to use a benchmark or baseline signal [15, 16, 18], taken at initial stages of operation of the structure, when the possibility of the presence of defects due to fabrication processes has been eliminated by inspection through conventional NDE techniques (NDT). Because the baseline contains information on the interaction of the reflections from benign structural features in the absence of critical defects, subtraction of a current signal from such a baseline will eliminate the coherent noise to a certain degree; if cancellation of coherent noise is sufficiently good, the remaining level of residual will contain only changes in the signals caused by features that were not present initially, such as defects [18]. The quality of the baseline subtraction therefore controls the sensitivity of the system to defects.

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It is well known that environmental effects such as stress [19], ambient temperature variations [20], and liquid loading [21] affect the velocity of guided waves; this modifies the time-traces and leads to high levels of residual signal if a single baseline, taken under different conditions, is used. Of these effects, temperature variations are the most commonly encountered, and several authors have developed compensation techniques for temperature changes. These are usually based either on synthetically restoring the signal to the amplitude and phase it had at the temperature at which a reference signal was taken [16, 18, 22] or on a large and detailed look-up database of signals representing environmental conditions commonly faced by the structure [23], [24]; in this work, these methods are called optimal stretch and optimal baseline subtraction, respectively. The advantages and limitations of each of these techniques have been evaluated by different authors, and it has been shown that combining these 2 methods results in a promising temperature compensation strategy [18, 25, 26]. This paper demonstrates results obtained when a sparse-array guidedwave SHM system was applied to a shipping container panel subjected to uncontrolled temperature variations in a nonlaboratory environment. Initially, the suitability of the A0 and S0 modes for this particular structure was evaluated by studying transmission across the corrugations of the panel. Baselines were acquired from the sparse array over several weeks and the stability of the temperature compensation and baseline subtraction techniques was assessed. Defects of different diameter were machined in the structure and the detection capability of the system was verified.

5 Silica encapsulated heterostructure catalyst of Pt nanoclusters on hematite nanocubes: synthesis and reactivityh Introduction Metal nanoparticles deposited on specific metal-oxide supports have shown a unique activity as catalysts for heterogeneous reactions.1–4 Unfortunately, at high reaction temperatures these metal/metal-oxide composite nanostructures are unstable towards sintering.5–7 Recent work has shown that a porous shell

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of silica on active nanoparticulate catalysts can stabilize the nanoparticles at high temperatures while maintaining the accessibility of the reactants to the catalyst active sites.3,5,8 Encapsulating the metal/metal-oxide composite nanostructures using a silica shell, however, is much more challenging than for individual nanoparticles because a strong metal–support interaction is required to avoid detachment during the coating process. The deposition of metal nanoparticles on oxide support is critical for constructing such composite structures. Hematite (α-Fe2O3) has a variety of applications including pigments, gas sensors, and catalysts.9–11 It is a highly desirable material due to its abundance, low cost, stability, safety, and its resistance to corrosion. Several high surface area nanostructures of hematite such as spherical particles,12,13 nanorods,14 nanocubes,15 nanotubes,16 and mesoporous17 structures have been synthesized using solvothermal, 15 flame pyrolysis, 18 solution combustion, 13 electrodeposition,16 and nanocasting methods.17 Hematite nanostructures have been investigated as catalysts for CO and CH4 oxidation reactions,19 and their properties have been shown to depend upon specific crystal planes. 20,21 Halocarbons, including CCl 4, have been shown to undergo destructive adsorption on the Fe-rich (001) plane of hematite.20,22 The adsorption of arsenate has also been studied on (012), which is known to be the most energetically stable plane of hematite.23 The (110) plane is the next most stable following the (001) and (012) faces.24 Relatively little is known about the reactivity of the (110) surface except the fact that it is active for CO oxidation.15 A high CO conversion was demonstrated at 230°C over this surface. Nanoparticles of Pd alloys,25 Pt,25,26 and Au27 have shown particularly high catalytic activity when supported on hematite. High conversion and selectivity for hydrogenation reactions have been observed for Pt nanoparticles supported on γ-Fe2O3.28 The deposition of metal nanoclusters on oxide surfaces has been reported using colloid deposition26 and seed catalyzed reduction.5,27 Both methods require pre-formed metal nanoparticles as a source. Silica shell coatings on either metal or metal-oxide nanoparticles have been reported using sol–gel,5,29 reverse micelles,3 aerosol pyrolysis,30 and atomic layer deposition.7 Higher thermostability has been observed for the coated nanoparticles presumably due to the stability of the coating providing effective resistance to aggregation of the less stable core particles.31 The sol–gel method

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is relatively inexpensive and extendable to commercial scales, and to our knowledge there has been no report of this method used to stabilize metal nanoclusters on metal oxides support nanoparticles. In this paper the synthesis and characterization of silica encapsulated Pt/αFe2O3 heterostructures are reported. The Pt nanoparticles32,33 were ideally deposited by photoreduction from salts on hematite nanocubes and we compared this route with hydrothermal reduction of K2PtCl6 in glucose solution. The following questions are addressed: (a) can Pt nanoparticles be deposited on the surface of the nanocubes and the entire heterostructure encapsulated in silica? (b) Is the core/shell heterostructure catalytically active? (c) Is the composite structure stable at the high temperatures required for catalytic reaction and regeneration?

6 Spatially resolved triboemission measurementsi Introduction Triboemission is the collective term for friction-stimulated emission of particles (electrons, ions, neutral particles and photons) that occurs under the severe conditions at the interface between sliding bodies [1]. This type of particle emission is distinct from emission due to other external stimulation, for example, by photons (photoemission [2]) or by heat (thermoemission [3]). The mechanisms that give rise to triboemission are as yet poorly understood. However, it is believed to initiate the chemical reactions that lead to the formation of surface films in boundary lubrication [4, 5]. For example, widely used zinc dialkyldithiophosphate (ZDDP) additives produce boundary films by a mechanism that cannot be driven by contact temperatures and pressure alone [6]. In addition to this, triboemission has been blamed for the degradation of computer hard drive lubricants [7] and has also been linked to flash lights during the fracture of rocks associated in earthquakes [8] and volcanic eruptions [9]. In order to understand the role of emitted particles in these applications — so that boundary lubrication can be enhanced and lubricant degradation prevented — it is necessary to study the mechanisms by which emission occurs.

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For this reason, triboemission has been the focus of significant research efforts for over half a century [10]. The first significant triboemission measurements were made by Nakayama et al. [11] during scratch tests by a diamond tip. To achieve this, they used a low-voltage-biased collector positioned close to the contact that registered bursts of the electrical current due to the emission of negatively and positively charged particles, while photon emission was measured using a photomultiplier [12]. Their results showed that insulator materials produced significantly higher levels of emission when scratched than metals. Kim et al. [13] investigated the emission of electrons using channel electron multipliers (CEMs) and photons using photomultipliers, during abrasion of MgO samples under vacuum. They also measured the kinetic energy of the electrons using a retarding grid. In these studies, photon emission was attributed mainly to deformation and electrons emission to fracture. Molina et al. investigated the triboemission of negatively charged particles under vacuum for a wide range of materials (alumina, sapphire, silicon nitride and semiconductors) using a CEM in pulsecounting mode [14–16]. The results from Nakayama et al. and Molina et al. suggested that triboemission is related to material hardness [14, 17]. Emission is also correlated strongly with the wear of the surface, highlighted by the observation that repeated scratches along a single track result in a decrease of emission with time, due to decreasing wear [14]. From these investigations, it is generally concluded that triboemission of electrons is related to surface fracture during sliding contact. More specifically, Dickinson et al. [18] put forward a charge separation model, as shown in Fig. 1. Here, an imbalance of charge is created between opposite faces of a crack as it opens. Due to the small width of the crack, this electric field has a large gradient, which encourages electrons to leave the negatively charged crack face. Due to thermal vibrations, a portion of these electrons do not reach the opposing face and are instead emitted into the surrounding environment. This model, however, does not explain why the energy of the tribo-emitted electrons can be lower than the work function of the sample [14]. To account for these low-energy electrons, Dickinson et al. [18] suggested that the work function of the surface could be locally decreased by small defects in the highly strained areas.

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Since triboemission measurements typically contain no spatial information, researchers have tried to gain insights into the emission mechanisms by analysing the temporal characteristics of the recorded signals. For example, Molina et al. [15] showed that emission patterns are not random and proposed stochastic and chaos-deterministic approaches [16] to characterize their evolution with time. Recently, Nakayama et al. [19, 20] and Matta et al. [21] have made significant advances in infrared and ultraviolet imaging of the triboplasma, generated at the rear of sliding contacts by gas discharge under ambient conditions. The research described in the current paper differs from these studies, since we are concerned with electron emission mechanisms before interactions with surround gas take place. One of the main limitations of electron triboemission experiments to date is that they provide only ensemble average values, giving no information relating to spatial location or direction. This shortcoming is, in part, responsible for our lack of understanding of triboemission processes, since it prevents emission measurements from being directly correlated with other surface analyses, such as SEM and AFM. To address this issue, we present experiments using a MCP, in which spatial maps of electron emission are obtained (see Fig. 2). The MCP — which is effectively a dense array of electron multipliers — is located within a vacuum chamber above a stationary diamond stylus that is loaded against a rotating aluminium disc covered with a 5-µm oxide layer (a brittle material on a soft substrate is likely to form cracks and thus induce emission). In this way, bursts of electrons can be visualized, revealing the pattern, direction and temporal characteristics of emission.

EXERCISE 3 Analyse and model the Introductions in your target research articles. Once you have done this you will begin to read differently: as well as reading for content, you will become aware of how that content is delivered. Look at how the paragraphs and sentences start and how they link together. You will start to see the scaffold that holds the information, and this will develop into a lifelong reading-for-writing tool that updates automatically every time you read a review article, a research paper, a conference abstract or any other text.

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Key to EXERCISE 2b 1 The oxidative corrosion of carbide inclusions at the surface of uranium metal during exposure to water vapourd Introduction The interaction between metallic uranium surfaces and water vapour is considered to be most important in regard to the environmental corrosion of the metal. Numerous studies have examined the initial stages of these interactions [1–7]. However, there have been discrepancies in the published data describing kinetic laws, pressure dependence of the reaction rate constant and activation energies. The precise mechanism for uranium corrosion is not entirely clear with different mechanisms proposed arising from the results of the undertaking studies [1–7]. Existing discrepancies in the published data may, in part, be related to differences in the provenance and purity of the metal used by different groups. The reactivity of impurity species such as carbide, may have affected recorded data. This work aims to provide data for an improved understanding of the role of impurity phases in the uranium–water reaction, samples of uranium containing 600 ppm carbon were analysed during and after exposure to water vapour at 19 mbar pressure, in an environmental scanning electron microscope (ESEM). Samples were analysed using secondary ion mass spectrometry (SIMS), focused ion beam (FIB) imaging and sectioning and transmission electron microscopy (TEM) with X-ray diffraction (micro-XRD).

2 A GPU-tailored approach for training kernelized SVMse Introduction Support Vector Machines (SVMs) are among the most popular general purpose learning methods in use today. SVM learning amounts to learning a linear predictor, with regularization (corresponding to a “large margin”) ensuring good generalization even in very high dimensions. This predictor need not be linear in the input representation: it is possible to learn a linear predictor in

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some extremely high dimensional space specified implicitly through a kernel function. SVMs were originally suggested in the context of binary classification, but more recently variants following the same principles have also been developed and successfully applied to more complex prediction tasks such as multiclass classification and prediction of structured outputs such as sequences. Training an SVM amounts to solving a quadratic programming problem (see Section 2). Although general-purpose quadratic programming solvers can only handle fairly small SVM instances, much effort has been made in the past two decades to design special purpose solvers that can handle large-scale SVM instances. This effort resulted in widely-used packages that can solve both “linear” SVMs (i.e. where the prediction is linear in the input representation) and “kernelized” SVMs (where a non-linear kernel defines the linear prediction space). For linear SVMs, stochastic methods such as PEGASOS [13] and Stochastic Dual Coordinate Ascent [8] have recently been established as being effective at solving extremely large SVM instances, typically in less time than that which is required to read the data into memory. For kernel SVMs, most leading solvers are based on decomposing the dual optimization problem into small subproblems [11, 9, 4, 1, and see also Section 3]. Such approaches can indeed handle fairly large problems, provided that the data fits in memory, but it is not uncommon for training to require many hours or days, even using state-of-the-art optimizers. There is therefore still a strong need for faster training of kernel SVMs. One attractive possibility for enabling faster SVM training is to leverage the power of Graphical Processing Units (GPUs). GPUs are highly parallel, structured, computational engines and are now available relatively inexpensively and are found in many modern computers. In this paper we discuss how SVM training can be efficiently implemented on a GPU, and present such an implementation for both binary and multiclass SVMs. Several authors have recently proposed using GPUs for kernelized SVM training [3, 2] and related problems [6]. These previous approaches, however, primarily focused on pointing out the advantages of implementing standard algorithms on graphics hardware, typically using GPU matrix-multiplication libraries, and not on how these algorithms can be modified to better take advantage of the GPU architecture. We study various algorithmic choices for SVM training in the context of GPUs, discuss how the optimal choices and

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algorithms on a GPU are different than those for a serial implementation, and arrive at an implementation specifically designed for graphics hardware. As with many previous approaches, we assume that the dataset fits in memory, and focus mostly on the Gaussian kernel, although our implementation can handle any kernel function which can be written in the form K(x, y) = f (||x||, ||y||, 〈x, y〉) (see Section 5.2), and our ideas apply even more broadly to any kernel which is an aggregation of element-wise operations. One particularly significant drawback of other GPU SVM solvers is their lack of support for sparse datasets. On the CPU, taking advantage of sparsity is a simple matter, and sparse datasets are encountered frequently enough that many widely-used SVM solvers treat all input vectors as sparse, by default [9, 4, 1]. On the GPU, however, maximum performance is only achieved if memory accesses follow certain fairly restrictive patterns, which are difficult to ensure with sparse data. In contrast to other GPU SVM solvers, our implementation does take advantage of sparsity in the training set through a novel “sparsity clustering” approach (Section 5.3). Overall, our implementation is orders of magnitudes faster than existing CPU implementations, and several times faster on sparse datasets than prior GPU implementations of SVM training.

3 Signals from the surface modulate differentiation of human pluripotent stem cells through glycosaminoglycans and integrinsf Introduction Human pluripotent stem (hPS) cells (embryonic stem cells and induced pluripotent stem cells) are promising sources of specialized cells because of two intrinsic properties: they can self-renew indefinitely and differentiate into diverse cell types (1). To selectively guide hPS cell differentiation, precise control cellular microenvironment is needed (2, 3). Considerable effort has been devoted to identify soluble factors that promote differentiation. Additionally, there is interest in developing matrices to support cells during differentiation (4), yet much less is known about how signals from the matrix influence cell fate.

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Matrigel is the most widely used substratum for hPS cell propagation (5) and differentiation (6–12); it is derived from mouse sarcoma cells, and although its principal components are laminin, collagen, and entactin, Matrigel consists of up to 1,800 different proteins — including encapsulated growth factors — whose levels vary significantly from batch to batch (13). Accordingly, the contributions of Matrigel-delivered signals to specific phenotypic outcomes — self-renewal or differentiation — are difficult to characterize or control. Elucidating the effects of insoluble signals requires defined substrata. Such defined substrata have been developed for the long-term culture of undifferentiated hPS cells in defined media. A number of surfaces have been described including recombinant proteins (14–16), fully synthetic polymers (17–19), and peptide-modified surfaces (20–23). Surfaces that present bioactive peptides have the advantage that they can be programmed to interact with specific cell-surface macromolecules such as the glycosaminoglycans (GAGs) and integrins. Defined surfaces can be exploited for differentiation via two distinct mechanisms. First, surfaces can be tailored to present ligands that promote adhesion of specific cell populations during differentiation (24). Second, surfaces can be devised to specifically activate (or mitigate) signal transduction pathways. Here, we use a modular approach to exploit the aforementioned modes to control hPS cell differentiation to each of the primary germ layers. Our results reveal the advantages of defined surfaces for decoding the influence of insoluble signals on cell fate.

4 Evaluation of the damage detection capability of a sparse-array guidedwave SHM system applied to a complex structure under varying thermal conditionsg Introduction Considerable effort has been expended on the development of structural health monitoring (SHM) systems [1–7], because these are widely regarded as capable of significantly reducing inspection costs of safety-critical structures in

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industries such as aerospace, nuclear, and oil and gas, among others. Successful SHM systems can be considered as those which combine good sensitivity to defects, preferably with the capability of localization and identification, with a low sensor density. Nondestructive evaluation (NDE) systems based on ultrasonic guided waves generated by deployable arrays of transducers have been applied to the inspection of pipeline, rail, and relatively simple platelike structures [8–14]. These systems take advantage of the fact that certain guided-wave modes are able to propagate through several meters of the structure, often across various structural features, from a single excitation point. Recently, focus has shifted to the development of SHM systems based on guided waves, where a small number of permanently attached transduction units would allow good coverage and real-time, on-demand inspection of complex structures [15–18]. So far, effective commercial applications of systems based on guided waves [9, 10, 13, 14] have been achieved only when processing of recorded time-traces allows straightforward identification of individual reflections, which can then be attributed either to benign structural features (e.g., stiffeners, welds, and supports) or to defects. Simple pulse-echo or pitch-catch signals from complex undamaged structures will usually consist of a large number of interfering reflections that cannot be identified; these unwanted reflections are a source of coherent noise, which is highly detrimental because it can mask reflections from defects in the structure. In these cases, it is necessary to use a benchmark or baseline signal [15, 16, 18], taken at initial stages of operation of the structure, when the possibility of the presence of defects due to fabrication processes has been eliminated by inspection through conventional NDE techniques (NDT). Because the baseline contains information on the interaction of the reflections from benign structural features in the absence of critical defects, subtraction of a current signal from such a baseline will eliminate the coherent noise to a certain degree; if cancellation of coherent noise is sufficiently good, the remaining level of residual will contain only changes in the signals caused by features that were not present initially, such as defects [18]. The quality of the baseline subtraction therefore controls the sensitivity of the system to defects.

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It is well known that environmental effects such as stress [19], ambient temperature variations [20], and liquid loading [21] affect the velocity of guided waves; this modifies the time-traces and leads to high levels of residual signal if a single baseline, taken under different conditions, is used. Of these effects, temperature variations are the most commonly encountered, and several authors have developed compensation techniques for temperature changes. These are usually based either on synthetically restoring the signal to the amplitude and phase it had at the temperature at which a reference signal was taken [16, 18, 22] or on a large and detailed look-up database of signals representing environmental conditions commonly faced by the structure [23, 24]; in this work, these methods are called optimal stretch and optimal baseline subtraction, respectively. The advantages and limitations of each of these techniques have been evaluated by different authors, and it has been shown that combining these 2 methods results in a promising temperature compensation strategy [18, 25, 26]. This paper demonstrates results obtained when a sparse-array guidedwave SHM system was applied to a shipping container panel subjected to uncontrolled temperature variations in a nonlaboratory environment. Initially, the suitability of the A0 and S0 modes for this particular structure was evaluated by studying transmission across the corrugations of the panel. Baselines were acquired from the sparse array over several weeks and the stability of the temperature compensation and baseline subtraction techniques was assessed. Defects of different diameter were machined in the structure and the detection capability of the system was verified.

5 Silica encapsulated heterostructure catalyst of Pt nanoclusters on hematite nanocubes: synthesis and reactivityh Introduction Metal nanoparticles deposited on specific metal-oxide supports have shown a unique activity as catalysts for heterogeneous reactions.1–4 Unfortunately, at high reaction temperatures these metal/metal-oxide composite nanostructures are unstable towards sintering.5–7 Recent work has shown that a porous shell w

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of silica on active nanoparticulate catalysts can stabilize the nanoparticles at high temperatures while maintaining the accessibility of the reactants to the catalyst active sites.3,5,8 Encapsulating the metal/metal-oxide composite nanostructures using a silica shell, however, is much more challenging than for individual nanoparticles because a strong metal–support interaction is required to avoid detachment during the coating process. The deposition of metal nanoparticles on oxide support is critical for constructing such composite structures. Hematite (α-Fe2O3) has a variety of applications including pigments, gas sensors, and catalysts.9–11 It is a highly desirable material due to its abundance, low cost, stability, safety, and its resistance to corrosion. Several high surface area nanostructures of hematite such as spherical particles,12,13 nanorods,14 nanocubes,15 nanotubes,16 and mesoporous17 structures have been synthesized using solvothermal,15 flame pyrolysis,18 solution combustion,13 electrodeposition,16 and nanocasting methods.17 Hematite nanostructures have been investigated as catalysts for CO and CH4 oxidation reactions,19 and their properties have been shown to depend upon specific crystal planes.20,21 Halocarbons, including CCl4, have been shown to undergo destructive adsorption on the Fe-rich (001) plane of hematite.20,22 The adsorption of arsenate has also been studied on (012), which is known to be the most energetically stable plane of hematite.23 The (110) plane is the next most stable following the (001) and (012) faces.24 Relatively little is known about the reactivity of the (110) surface except the fact that it is active for CO oxidation.15 A high CO conversion was demonstrated at 230°C over this surface. Nanoparticles of Pd alloys,25 Pt,25,26 and Au27 have shown particularly high catalytic activity when supported on hematite. High conversion and selectivity for hydrogenation reactions have been observed for Pt nanoparticles supported on γ-Fe2O3.28 The deposition of metal nanoclusters on oxide surfaces has been reported using colloid deposition26 and seed catalyzed reduction.5,27 Both methods require pre-formed metal nanoparticles as a source. Silica shell coatings on either metal or metal-oxide nanoparticles have been reported using sol–gel,5,29 reverse micelles,3 aerosol pyrolysis,30 and atomic layer deposition.7 Higher thermostability has been observed for the coated nanoparticles presumably due to the stability of the coating providing effective resistance to aggregation of the less stable core particles.31 The sol–gel method

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is relatively inexpensive and extendable to commercial scales, and to our knowledge there has been no report of this method used to stabilize metal nanoclusters on metal oxides support nanoparticles. In this paper the synthesis and characterization of silica encapsulated Pt/αFe2O3 heterostructures are reported. The Pt nanoparticles32,33 were ideally deposited by photoreduction from salts on hematite nanocubes and we compared this route with hydrothermal reduction of K2PtCl6 in glucose solution. The following questions are addressed: (a) can Pt nanoparticles be deposited on the surface of the nanocubes and the entire heterostructure encapsulated in silica? (b) Is the core/shell heterostructure catalytically active? (c) Is the composite structure stable at the high temperatures required for catalytic reaction and regeneration?

6 Spatially resolved triboemission measurementsi Introduction Triboemission is the collective term for friction-stimulated emission of particles (electrons, ions, neutral particles and photons) that occurs under the severe conditions at the interface between sliding bodies [1]. This type of particle emission is distinct from emission due to other external stimulation, for example, by photons (photoemission [2]) or by heat (thermoemission [3]). The mechanisms that give rise to triboemission are as yet poorly understood. However, it is believed to initiate the chemical reactions that lead to the formation of surface films in boundary lubrication [4, 5]. For example, widely used zinc dialkyldithiophosphate (ZDDP) additives produce boundary films by a mechanism that cannot be driven by contact temperatures and pressure alone [6]. In addition to this, triboemission has been blamed for the degradation of computer hard drive lubricants [7] and has also been linked to flash lights during the fracture of rocks associated in earthquakes [8] and volcanic eruptions [9]. In order to understand the role of emitted particles in these applications — so that boundary lubrication can be enhanced and lubricant degradation prevented — it is necessary to study the mechanisms by which emission occurs.

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For this reason, triboemission has been the focus of significant research efforts for over half a century [10]. The first significant triboemission measurements were made by Nakayama et al. [11] during scratch tests by a diamond tip. To achieve this, they used a low-voltagebiased collector positioned close to the contact that registered bursts of the electrical current due to the emission of negatively and positively charged particles, while photon emission was measured using a photomultiplier [12]. Their results showed that insulator materials produced significantly higher levels of emission when scratched than metals. Kim et al. [13] investigated the emission of electrons using channel electron multipliers (CEMs) and photons using photomultipliers, during abrasion of MgO samples under vacuum. They also measured the kinetic energy of the electrons using a retarding grid. In these studies, photon emission was attributed mainly to deformation and electrons emission to fracture. Molina et al. investigated the triboemission of negatively charged particles under vacuum for a wide range of materials (alumina, sapphire, silicon nitride and semiconductors) using a CEM in pulsecounting mode [14–16]. The results from Nakayama et al. and Molina et al. suggested that triboemission is related to material hardness [14, 17]. Emission is also correlated strongly with the wear of the surface, highlighted by the observation that repeated scratches along a single track result in a decrease of emission with time, due to decreasing wear [14]. From these investigations, it is generally concluded that triboemission of electrons is related to surface fracture during sliding contact. More specifically, Dickinson et al. [18] put forward a charge separation model, as shown in Fig. 1. Here, an imbalance of charge is created between opposite faces of a crack as it opens. Due to the small width of the crack, this electric field has a large gradient, which encourages electrons to leave the negatively charged crack face. Due to thermal vibrations, a portion of these electrons do not reach the opposing face and are instead emitted into the surrounding environment. This model, however, does not explain why the energy of the tribo-emitted electrons can be lower than the work function of the sample [14]. To account for these low-energy electrons, Dickinson et al. [18] suggested that the work function of the surface could be locally decreased by small defects in the highly strained areas.

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Since triboemission measurements typically contain no spatial information, researchers have tried to gain insights into the emission mechanisms by analysing the temporal characteristics of the recorded signals. For example, Molina et al. [15] showed that emission patterns are not random and proposed stochastic and chaos-deterministic approaches [16] to characterize their evolution with time. Recently, Nakayama et al. [19, 20] and Matta et al. [21] have made significant advances in infrared and ultraviolet imaging of the triboplasma, generated at the rear of sliding contacts by gas discharge under ambient conditions. The research described in the current paper differs from these studies, since we are concerned with electron emission mechanisms before interactions with surround gas take place. One of the main limitations of electron triboemission experiments to date is that they provide only ensemble average values, giving no information relating to spatial location or direction. This shortcoming is, in part, responsible for our lack of understanding of triboemission processes, since it prevents emission measurements from being directly correlated with other surface analyses, such as SEM and AFM. To address this issue, we present experiments using a MCP, in which spatial maps of electron emission are obtained (see Fig. 2). The MCP — which is effectively a dense array of electron multipliers — is located within a vacuum chamber above a stationary diamond stylus that is loaded against a rotating aluminium disc covered with a 5-µm oxide layer (a brittle material on a soft substrate is likely to form cracks and thus induce emission). In this way, bursts of electrons can be visualized, revealing the pattern, direction and temporal characteristics of emission.

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1.4.1 Language task  

 

1.4. Useful Words and Phrases

EXERCISE 4 Look carefully through the Introductions in this Unit and in your target research articles. Underline or highlight all the words or phrases that could be used in the four areas below and then compare your suggestions with the words and phrases listed in Section 1.4.2. For example: 1 ESTABLISHING SIGNIFICANCE Look for words and phrases such as widespread and much research in recent years. 2 PREVIOUS AND/OR CURRENT RESEARCH AND CONTRIBUTIONS You can’t spend the rest of your life writing they did/showed/found; sometimes you need to be more specific, so look for verbs describing what exactly was done, for example calculated, monitored, identified. 3 GAP/PROBLEM/PREDICTION Look for ways to say exactly how previous and/or current research is not yet complete, or has not addressed the problem your paper deals with, for example inefficient, unclear, few studies have focused on…

1.4.2 Language for the Introduction  

 

4 THE PRESENT PAPER Look for descriptions of the present paper, its aims, strategy or advantages, for example we propose, our approach, successful.

This section lists words and phrases for the Introduction from analysis of over 2,500 published research articles in different disciplines. The list only includes words and phrases which appear frequently and are therefore considered normal and acceptable by writers and editors. The list will also keep the flow of writing moving. Underneath each list there are examples of how the words and phrases are used in sentences, so look at the sentence examples as well as the list when you are feeling stuck and can’t think of what to write or how to continue. 45

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1 ESTABLISHING SIGNIFICANCE (usually in the first sentence) (an) advantage (an) attractive approach (a) central problem (a) challenging area (a) considerable number (a) crucial issue (a) current challenge (a) dramatic increase (an) essential element (a) focus on (a) fundamental issue (a) global concern (a) growth in popularity (an) increasing number (an) interesting aspect (a) key technique (a) leading cause (of) (a) number of (a) popular method (a) powerful tool/method (a) primary cause (of) (a) (wide) range (of) (a) rapid development (a) remarkable variety (a) significant increase (a) striking feature (a) traditional technique (a) useful method (a) variety of (a) vital aspect (a) worthwhile study

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attracted (much) attention benefit/beneficial common/ly cost-effective during the past (two) decades emerging extensively studied for many years frequent/ly great potential importance/important major many/most multidisciplinary interest much study in recent years now numerous investigations of growing/great interest often play a key/major role (in) principle recent/ly relevant several today typical valuable well-documented well-known wide/ly widespread worldwide

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Here are some first sentences taken from research article Introductions:





















· The status and function of the port has evolved rapidly in recent years. · Since the discovery of the first isolated graphene layer, many chemical approaches have been developed. · The increasing pressure to eliminate lead has stimulated great interest in the search for lead-free solders. · Fourier transforms are widely used in image processing to characterise textures in images. · The vanadium redox flow battery (VRFB) is an emerging energy storage technology. · Steady-state multiphase upscaling has become increasingly popular because it is fast, robust and computationally cheap. · The optic thalamus has been the subject of numerous investigations. · Malaria affects as many as 216 million people annually, with 445,000 deaths occurring primarily in children under 5 years old.* · Control of serum phosphorus levels is a central goal in the management of patients with chronic renal failure. · Heat transfer phenomena play an important role in welding. *Note that such numbers may change over time, so consider including a date (e.g. in 2019).

2 VERBS USED TO REFER TO/DESCRIBE RESEARCH ACTIVITY AND CONTRIBUTIONS IN PREVIOUS AND CURRENT RESEARCH achieve address analyse apply argue assess assume attempt calculate categorise

create deal with define demonstrate describe design detect determine develop discover

focus on generate identify imply improve interpret introduce investigate measure mention

produce propose prove provide put forward recognise report resolve reveal review

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carry out challenge claim clarify collect compare conclude conduct confirm consider

discuss enhance establish estimate evaluate examine explain explore extend find

model modify monitor note observe obtain perform point out predict present

revise show solve state study suggest support test use verify

Note: Use these verbs throughout, for example at the end of the Introduction, when you say what you did in your study or what is in your paper.

Here are some examples of how these are used:























· The effect of keratin on the mechanical properties of copolymer systems was demonstrated more than two years ago. · Minelli et al. describe the use of experts’ opinions and empirical evidence. · NDE systems have been applied to the inspection of pipelines. · Several authors have developed compensation techniques for temperature changes. · The advantages and limitations of each of these techniques have been evaluated by different authors. · Kim et al. investigated the emission of electrons using channel electron multipliers (CEMs). · Dickinson et al. put forward a charge separation model. · For simplicity, they only considered the homogeneity ranges in their model. · They were the first to recognise the importance of studying the effect of genetic variation. · Initial attempts focused on determining the cause of… · The results on pair dispersion are reported in…

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3 GAP Group 1: PROBLEM/CRITICISM absent complicated controversial costly deficient disappointing doubtful expensive false far from (ideal) fragile hard to (detect) impractical inaccurate inadequate incapable (of) incompatible inconsistent inconvenient incorrect ineffective inefficient inferior

inflexible insufficient misleading not able to… not ideal not sufficiently… not/no longer useful of little value over-simplistic poor problematic restricted severe time-consuming unable to undesirable unnecessary unrealistic unsatisfactory unsuccessful unsuitable unsupported

(a) challenge (a) defect (a) difficulty (a) disadvantage (a) drawback (a) flaw (a) gap (a) lack (a) limitation (an) obstacle (a) problem (a) risk (a) shortcoming (a) weakness (to) be confined to (to) fail to (to) fall short of (to) ignore (to) lag behind (to) miscalculate (to) misjudge (to) misunderstand (to) neglect (to) overlook (to) suffer (from)

Note: These are often signalled by words such as however, although, while, nevertheless, despite.

Group 2: RESEARCH OPPORTUNITIES (an) alternative (the) next step (to) demand clarification (to) need to re-examine

more work is needed not addressed not dealt with not studied 49

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(to) raise the question (to) remain controversial (to) remain unstudied (to) require (clarification) few studies have… ideal candidate incomplete it is/seems possible that… little evidence is available little work has been done

not well understood suggest/s that… there is an urgent need… to the best of our knowledge unanswered unclear unexamined unproven unsolved

Note: Research opportunities are often communicated by using modal verbs such as may/might/could/would.

Here are some examples of how these are used:























· The fact that these galaxies are so massive may make them ideal candidates for protocluster searches. · Little attention has been paid to the selection of an alternative biocompatible material. · How propofol acts on neural circuits to produce unconsciousness remains unclear. · The main drawback of this approach is that it is unable to provide quantitative information. · Little is known about these early differentiating cells and it is not clear whether this initial Oct4 expressing population differ from undifferentiated hESCs. · One of the limitations of electron triboemission experiments to date is that they provide only ensemble average values. · This shortcoming is responsible for our lack of understanding of triboemission processes. · However, the search for a stable oral prostaglandin preparation has been largely unsuccessful. · The high absorbance makes this an impractical option. · An alternative approach is necessary. · Determining the function of these proteins remains a challenge.

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· Although there is general agreement regarding the timing of sea-level events, their amplitude remains controversial. · These can be time-consuming and are often technically difficult to perform. 4 THE PRESENT WORK (to) attempt (to) compare (to) concentrate (on) (to) describe (to) determine (to) develop (to) discuss (to) enable (to) enhance (to) evaluate (to) facilitate (to) focus on (to) identify (to) improve (to) investigate (to) offer (to) outline (to) predict (to) present (to) propose (to) provide (to) report (to) reveal (to) solve (to) succeed

(is) organised as follows: (is) set out as follows: (our) approach (the) present work (this) paper (this) project (this) report (this) section (this) study (this) work aim goal intention objective purpose

‘happy’ words J able to accurate advantage effective efficient excellent fully innovation new novel potential powerful practical promising relevant robust simple straightforward successful superior unique valuable

Here are some examples of how these are used:





· Our study focuses on… · To address this question, we investigated… 51

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· Section V provides several relevant conclusions obtained from the study reported in this paper. · The main objective of this study was to describe and examine… · In this paper we present a robust method for… · The proposed method combines GWAS data with information from bioinformatics databases in a coherent and reproducible way. · In this study, we carefully identified and isolated… · New correlations were developed with excellent results. · We show that use of glass reactors can be effective. · To our knowledge, this is the first demonstration of the… · This paper introduces a scheme which solves these problems. · To address this issue, we present experiments using an MCP. · Our design is both simple and accurate, and can be fully integrated into… · This paper is organised as follows:

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1.5. Language and Writing Skills This section deals with four topics that are important in the Introduction and elsewhere:

1.5.1 Verb tense choices  

 

VERB TENSE CHOICES LINKING SENTENCES TOGETHER PASSIVE/ACTIVE CHOICES PARAGRAPHING

As we have seen, most writers present previous research and contributions in the Introduction: the research ‘map’. They use a range of verb tenses to do this, generally the Past Simple, the Present Simple and the Present Perfect. The decision of which of these three tenses to use is rarely determined by the rules of grammar; in most cases the decision is made on the basis of meaning. Using a particular verb tense to present previous research and contributions represents a choice about the function of that sentence rather than a grammatical imperative. You choose between Past Simple, Present Simple and Present Perfect according to what you want to say about a particular study or contribution, or how you want the reader to interpret it. In this section we will look at what governs these choices. Choosing between Past Simple and Present Simple They found that the pressure increased as the temperature rose. They found that the pressure increases as the temperature rises. They found that the dielectric structure possessed a full photonic bandgap. They found that the dielectric structure possesses a full photonic bandgap. The Past Simple just describes what the authors found in their study; the findings are linked to that study and are not presented as permanent truths. By contrast, choosing the Present Simple reflects a belief that the findings are strong and reliable enough to constitute a permanent truth. Note, however, that as we saw in Section 1.2.2, many background facts presented in the Present Simple began their life as research findings stated 53

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in the Past Simple, and graduated to Present tense status as they became established and accepted. This means that a journal article from five years ago may use a verb tense that is no longer appropriate, and using that tense now would give the impression that you are not up to date with developments in your field. When you are writing about previous research and contributions, check which verb tense is currently being used for that particular finding or fact. Search engines such as Google Scholar are a good resource for this, but make sure you search only recent research. Choosing between Past Simple and Present Perfect They found that the pressure increases as the temperature rises. They have found that the pressure increases as the temperature rises. They found that the dielectric structure possesses a full photonic bandgap. They have found that the dielectric structure possesses a full photonic bandgap. In these sentences: (a) Past Simple

I lived in Tokyo for five years …but I don’t live there anymore.

(b) Present Perfect I have lived in Tokyo for five years

…and I still live there now.

the difference between (a) and (b) is the ‘time’ of the event, i.e. whether or not the writer is still living in Tokyo. In these sentences, however: (c) Past Simple

I broke my glasses

…but I have another pair/I repaired them.

(d) Present Perfect

I have broken my glasses

…and so I can’t see well now.

the difference is more complex, and more important for you as a STEMM research writer. In (c) and (d), the ‘time’ of the event isn’t the key difference; it’s possible that both (c) and (d) happened last month, this morning, or one nanosecond ago. The event in (d) is in the Present Perfect tense because it

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is more relevant to the situation now than the event in (c). Why is this idea of current relevance important when you write an Introduction? Look at this sentence from the Introduction in Section 1.2.1: However, although the effect of keratin on the mechanical properties of copolymer systems was demonstrated over two years ago9, keratin adds considerably to the weight of the composite, and little attention has been paid to the selection of an alternative biocompatible material. In this sentence, the writer changes from the Past Simple (was demonstrated) to the Present Perfect (has been paid) in order to communicate that the latter refers to a current gap in the research. The choice of Present Perfect therefore implies that this research article will now pay attention to the selection of an appropriate biocompatible material. Compare this with the following sentence, in which the writer does not change tense, but continues in the Past Simple: However, although the effect of keratin on the mechanical properties of copolymer systems was demonstrated over two years ago9, keratin adds considerably to the weight of the composite, and little attention was paid to the selection of an alternative biocompatible material. In the Past Simple, the sentence means that little attention was paid THEN, i.e. two years ago. Perhaps attention has been paid to this problem since then, or perhaps the problem has since been solved. Tense changes are always meaningful, and they always signal a change in the function of the information, so don’t choose or change tense randomly. Check this information about tenses by looking at the way the Past Simple and Present Perfect are used in the Introductions of your target articles. Look in particular at the way the Past Simple tense and the Present Perfect tense are used to describe previous research and the contributions of previous research.

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1.5.2 Linking sentences and information together  

 

Science Research Writing

As a sentence progresses, it becomes easier for the reader to predict where it is going. Take a look at the following sentence: If you’re paying attention to this sentence, you can probably predict what the last word will____. It’s fairly easy to predict the last word of that sentence, but it’s much harder to predict the first word of the next sentence. At the end of each sentence, writers stop and think about what to write next, but in that thinking time — which may be seconds, hours, days or even weeks — the gap between the two sentences starts to stretch, and may become too wide for the reader to negotiate. The gap between sentences is a dangerous space. Your job as a writer is to close the gap as tightly as possible, so that readers can effortlessly connect one piece of information to the next. Connecting information is not only good for the reader, it is also good for the writer, because it encourages him/her to develop ideas and text in a logical way. The way that a sentence starts and links to the previous sentences is central to its success, the success of the paragraph and the success of the text as a whole. There are four ways to start a sentence that make the connection with the previous information clear. One way is to overlap, meaning to repeat something from the previous sentence early in the next one:

This steady-state approach cannot distinguish between patterns that are characteristic of a deeply anesthetized brain and those that arise at the onset of unconsciousness. Unconsciousness can occur in tens of seconds… … implying that information transfer between distant (>2 cm) cortical networks is impaired. Cortical networks therefore are fragmented both temporally and spatially, disrupting both... The pattern of inflammation during an asthma attack is different from that seen in stable asthma. In stable asthma the total number of inflammatory cells does not increase.

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… although metals such as aluminium have been used to strengthen PLA for industrial applications5,6, these are not appropriate for biomedical use7. One way to strengthen polymers for biomedical applications is… Elucidating the effects of insoluble signals requires defined substrata. Such defined substrata have been developed for the long-term culture of undifferentiated hPS cells in defined media. A second way is to use a pro-form (This method, These systems) to glue the sentences together: On the basis of these criteria it then describes the preparation of a biomass-derived polymer blend using chitin, a long-chain polymer found in many places throughout the natural world. This combination formed a novel lightweight copolymer… The effects on macroscopic dynamics are noticeable in the EEG, which contains several stereotyped patterns during maintenance of propofol general anesthesia. These patterns include increased delta power… Most studies have focused on a deep steady state of general anesthesia and have not used a systematic behavioral measure to track the transition into unconsciousness. This steady-state approach cannot distinguish between… Many researchers have suggested ways to reduce cost without affecting the quality of the image. These methods rely on data structures built during a preprocessing step. One of the main limitations of electron triboemission experiments to date is that they provide only ensemble average values, giving no information relating to spatial location or direction. This shortcoming is, in part, responsible for our lack of understanding…

­

Note that when you use pro-forms, it is easier for the reader if you repeat exactly the same noun as you used the first time. If you have described something as a device, the pro-form you use to refer to it next time should be this device, not this technique or this method. 57

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You can begin sentences with It, They, These or This, but it may be difficult for the reader to work out what these words refer to. Look at these examples:









· This result was statistically significant and is in line with results in previous studies. This suggests that… Does This refer to the fact that the result was statistically significant or that the result is in line with results in previous studies? Or both? · The existence of small amounts of impurities will change these properties and they are easily detectable. Does they refer to ‘impurities’? ‘small amounts of impurities’? ‘these properties’? A third way is not to finish the sentence at all, but to join it to the next sentence with a semicolon. Joining sentences with a semicolon works well when there are two consecutive sentences that are very closely related, particularly if one of them is short. Using a semicolon to join sentences in this way feels like a long comma rather than a full stop. The procedure for testing whether components are operationally safe usually takes many hours; this means that tests are rarely repeated. Simple pulse-echo or pitch-catch signals from undamaged structures usually consist of interfering reflections that cannot be identified; these unwanted reflections are a source of coherent noise, which can mask defects in the structure. Due to the small width of the crack, this electric field has a large gradient; this encourages electrons to leave the negatively charged crack face. Sentence length is an important factor in readability, so if you use a semicolon to join sentences in this way, check the overall length of the sentence. Sentences with fewer than 20 words are understood by 90% of readers at first reading; those with more than 40 words are understood by only 10% of readers at first reading. The average sentence length in STEMM research articles is approximately 23. w

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The fourth way is to use a signal such as therefore or however to communicate the function of the sentence. They are helpful if they are used correctly, but signals are not simply ‘glue’ to hold sentences together; if they are not used accurately, they can do more harm than good. A sentence beginning with Moreover tells the reader that the function of the sentence they are reading is the same as the previous one; in other words, if the previous sentence presented a reason for doing something, this one must do the same. If the previous sentence presented a disadvantage of something, this one must present a further disadvantage. Similarly, a sentence beginning with Therefore or Consequently must present or describe an effect, result or outcome that is directly linked to an identifiable reason or cause. The causal relationship should be either obvious or made explicit to the reader, rather than existing mainly in the mind of the writer. If it is not obvious, perhaps this indicates that more information is needed before using Therefore. Here are some examples of signals arranged according to their function. It is not a long list because only those which are common in current STEMM writing are included.  CAUSE The experiment was unsuccessful ________ the measuring instruments were inaccurate. The experiment was unsuccessful ________ the inaccuracy of the measuring instruments. due to (the fact that) on account of (the fact that) in view of (the fact that)

as because since





· as can also mean when, so if there’s any possibility of confusion, choose a different signal. For example, it is not clear whether As means Because or When in the sentence: As repeated melting homogenised more material, the phase transitions became less prominent. · since can also mean from that time, so if there’s any possibility of confusion, choose a different signal.

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 RESULT The measuring instruments were calibrated accurately, ________ the experiment was successful. therefore consequently

hence as a result

thus so

 CONTRAST/DIFFERENCE British students are all vegetarians, __________ Norwegian students eat meat every day. however whereas but

on the other hand while

by contrast in contrast





· on the contrary and conversely don’t fit into this category because they don’t just communicate difference; they communicate the fact that exactly the opposite is true. You can’t use them in the sentence above because vegetarians and meat eaters aren’t opposites, they’re just different. However, you could use them in the following sentence: Some experiments used uncalibrated instruments and succeeded; conversely, other experiments used carefully calibrated instruments and failed. · Also, remember that while often means at that/the same time, so if there’s any possibility of confusion, choose a different signal, such as whereas.  UNEXPECTEDNESS A _______ it was difficult, a solution was quickly found. B _______ the difficulty, a solution was quickly found. C It was difficult; ________ a solution was quickly found.

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A although even though though

B

C

despite in spite of regardless of notwithstanding

nevertheless however yet but nonetheless even so

Note that however and but can be used to express CONTRAST/DIFFERENCE as well as UNEXPECTEDNESS, so if you want to emphasise UNEXPECTEDNESS, choose one of the other signals from this list.  ADDITION/LISTING We used a batch processing system because it was more effective. ___________ it was significantly less expensive. in addition moreover furthermore

also secondly (etc.) in the second place (etc.) what is more,

Note that besides has more or less the same meaning as the items in the list above, but it’s more powerful and is therefore better in persuasive contexts.  TRANSITION The drug is extremely effective and easy to administer. ________ cost, it is approximately the same price per dose as existing drugs. with regard to as to regarding

with respect to as for turning now to

It’s not necessary (and it looks formulaic) to start every sentence with a signal. Signals are emphatic, and starting each sentence with one creates a jerky, overemphatic text. To ensure that the information in your text is logical and easy to 61

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follow, consider using repetition linkage instead of a signal. This means repeating words across sentences, and particularly at the start of a sentence, to ensure that the reader is carried carefully from one item of information to the next. Checking that sentences and information are explicitly linked is a valuable self-editing tool, as it forces you to examine the relationships between your sentences. Good linkage helps to create flow. In the Introduction to Rapid fragmentation of neuronal networks at the onset of propofol-induced unconsciousness below, sentence-to-sentence linkage is in bold type, and repetition linkage is in italics. It’s surprising how much linkage and repetition there is in the text — and how easy it is to read and understand as a result. After you have looked at this example, check the way sentence linkage and repetition linkage operate in the Introductions of your target articles and the other Introductions in this Unit. General anesthesia is a drug-induced reversible coma commonly initiated by administering a large dose of a fast-acting drug to induce unconsciousness within seconds (1). This state can be maintained as long as needed to execute surgical and many nonsurgical procedures. One of the most widely used anesthetics is propofol, an i.v. drug that enhances GABAergic inhibitory input to neurons (2–4), with effects in cortex, thalamus, brainstem, and spinal cord (5–7). Despite the understanding of propofol’s molecular actions, it is not clear how these effects at molecular targets affect single neurons and larger-scale neural circuits to produce unconsciousness. The effects on macroscopic dynamics are noticeable in the EEG, which contains several stereotyped patterns during maintenance of propofol general anesthesia. These patterns include increased delta (0.5–4 Hz) power (8, 9); increased gamma (25–40 Hz) power (9); an alpha (∼10 Hz) rhythm (10–12) that is coherent across frontal cortex; and burst suppression, an alternation between bursts of high-voltage activity and periods of flat EEG lasting for several seconds (13, 14). In addition, slow oscillations (2 cm) cortical networks is impaired. Cortical networks therefore are fragmented both temporally and spatially, disrupting both local and long-range communication. However, small-scale (60% of the functions in biological processes with those genes upregulated in TR2/S4+ cells. This becomes more evident when the top 15 functions in the biological process of the gene-ontology list are compared between the two cell-populations as over 70% of them appeared in both lists (Table 1). Similarly, the downregulated genes in both cell populations also shared >60% of gene ontology functions. Therefore, global gene expression analysis does provide certain support for the similar phenotype and differentiation observed between TR2/S4+ cells and the early EBs (EBs in suspension). Since cells in the early neural differentiation and early EB formation share a similar gene expression pattern and phenotype, we asked whether early mesendoderm differentiation would also generate this population. To address

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this question, we differentiated H1 hESCs into definitive endoderm using two different methods (Activin A with sodium butyrate or LY294002, see Materials and Methods for details). Both differentiation procedures exhibited a similar phenotype and gene expression pattern, in which expression of Sox17 and FoxA2 steadily increased over the 3-day differentiation period, whereas, after an initial upregulation, expression of the mesendoderm markers, brachyury and Mixl1, were downregulated by day 3 (Figure 7A). Furthermore, Sox2 expression was continuously downregulated (Figure 7A). This gene expression pattern is consistent with our previous data and existing published data on endoderm differentiation [6,7,27], indicating that the majority of these cells have differentiated to mesendoderm by day 1–2 of the differentiation and are committed to endoderm by day 3. However, during the differentiation, both Tra-1-81 and SSEA4 were continuously expressed in a considerable proportion of cells, approximately 90% and 70% after 2 and 3 days of differentiation, respectively (Figure 7B). These results demonstrated that differentiated mesendoderm and early endoderm cells can also express TRA-1-81 and SSEA4, which is in line with a previous report that found Tra-1-60 and SSEA4 positive cells in a proportion of Sox17+ cells that could only be differentiated into endoderm and mesoderm [28]. As a whole, these results therefore indicate that differentiation towards the neural lineage may share a similar initial process to differentiation via EB formation that is distinct from that of high-dose Activininduced definitive endoderm differentiation.

3 Rapid alloy prototyping: compositional and thermo-mechanical high throughput bulk combinatorial design of structural materials based on the example of 30Mn–1.2C–xAl triplex steelsp

4. Results 4.1 Mechanical testing of the RAP samples Following the high throughput procedure outlined above five alloy compositions, each exposed to nine respective heat treatments, were produced, processed and evaluated within 35 h. The mechanical properties

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of these 45 different material conditions (i.e. in total 135 tensile tests and hardness measurements) are shown as an overview in Fig. 2 in terms of the yield strength (YS) (Fig. 2a), ultimate tensile strength (UTS) (Fig. 2b), total elongation (TE) (Fig. 2c) and hardness (Fig. 2d). The results are plotted according to the systematically varied Al content (Table 1) and colour coded according to the individual ageing conditions. Pronounced effects associated with the changes in chemical composition and ageing parameters on the mechanical behaviour of the materials can be clearly distinguished. For the reference material (no Al addition, i.e. Fe–30Mn–1.2C) the best mechanical behaviour was observed for the as-homogenised, non-aged state. This alloy was characterised by a YS of 360 MPa, strong work hardening (UTS = 830MPa) and high ductility (TE = 77%). Ageing of the Fe–30Mn–1.2C alloy showed that the YS was virtually unchanged and the hardness slightly increased. However, ageing greatly reduces both the UTS and TE. This embrittlement becomes most apparent for long ageing times (24 h) and higher temperatures (>500°C). For the alloy Fe–30Mn–1.2C–8Al, i.e. the material with the highest Al concentration, the opposite trend applied. Without ageing the mechanical data are similar to those of the Al-free alloy, with only a slight change in YS (increase), UTS and TE (decrease). Ageing treatments for 1 h, however, led to a simultaneous improvement in YS, UTS and hardness (increasing with temperature) and to only a slight drop in TE. Ageing of alloy Fe–30Mn–1.2C–8Al for 24 h further increased YS, UTS and hardness to values almost twice as high as in the ashomogenized state, but also drastically reduced the ductility. The mechanical data for the alloys with intermediate Al contents appear as the superimposition of the two different behaviours described above: as a general rule, the values obtained for the alloys with 2, 4 and 6 wt.% Al lie between the respective data from alloys without and with 8 wt.% Al. The alloys with Al additions of 4 and 6 wt.% especially are only very weakly affected by the applied ageing treatments in terms of their mechanical data compared with the alloys Fe– 30Mn–1.2C (weakening /embrittlement) and Fe–30Mn–1.2C–8Al (strengthening). […] 4.2 Microstructure of the RAP samples […]. Microstructures in the as-homogenised state (unaged) are shown on the left-hand side of Fig. 5, those after ageing at 550°C for 24 h on the right-hand

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side, respectively. In the as-homogenized state the three alloys exhibit almost identical austenitic microstructures with an average grain size of about 80 lm, few twins (increasing with higher Al content) and no apparent microsegregations. After ageing, however, pronounced differences between the three alloys could be observed. Coarse particles with a diameter of ~10 µm appear at the grain boundaries of the Al-free alloy (Fe–30Mn–1.2C), most probably consisting of a pearlitic ferrite/(Fe,Mn)3C microstructure. The addition of Al to the alloy Fe–30Mn–1.2C–4Al apparently constrained the formation of those phases during ageing, as the number density and size of the particles was now significantly lower than in the Al-free material and only thin films appeared on the grain boundaries of the alloy with 4 wt.% Al. A further increase in Al content (alloy Fe–30Mn–1.2C–8Al) resulted in the complete absence of grain boundary particles during ageing, but a large number of unevenly distributed small particles appeared within the grains, giving them a darker contrast. 4.3 Tensile testing of the conventionally produced samples For reference and comparison Fig. 6 shows exemplar engineering stress–strain curves for the alloys Fe–30Mn–1.2C–2Al (red) and Fe–30Mn–1.2C–8Al (blue) after ageing at 450°C for 1 h, obtained by following the conventional synthesis and processing (Fig. 6a) and RAP (Fig. 6b) approaches. For the alloy Fe–30Mn– 1.2C–8Al both the RAP and conventional data are in the same range, with an only lightly increased YS (610 to 540 MPa), lower UTS (810 to 890 MPa) and almost identical ductility (76 to 73%) of the RAP samples. While this trend (slightly higher YS and lower UTS) is the same for the alloy Fe–30Mn–1.2–2Al, the RAP samples now exhibited significantly less ductility than the conventional specimens (49 compared with 84%) under this specific material condition. The unusually large elastic strain that is apparent in Fig. 6b can be attributed to slight deformation (bending) of the RAP samples, which could not be completely avoided despite the clamping procedures applied during quenching of the thin segments.

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3.4.1 Language task  

 

3.4. Useful Words and Phrases

EXERCISE 3 Look through the Results sections in this Unit and in your target research articles. Underline or highlight words or phrases that you think could be used in the four areas below and compare your suggestions with the lists in Section 3.4.2.

3.4.2 Language for the Results section  

 









1 SUBJECTIVE DESCRIPTIONS OF RESULTS, e.g. extremely, often 2 LANGUAGE THAT COMPARES RESULTS WITH SIMULATIONS/PREDICTED RESULTS/RESULTS IN OTHER STUDIES, e.g. in line with 3 LANGUAGE THAT DEALS WITH PROBLEMS IN RESULTS, e.g. unfortunately 4 LANGUAGE THAT PRESENTS THE IMPLICATIONS OF RESULTS, e.g. suggesting that

This section lists words and phrases for the Results section taken from analysis of over 2,500 published research articles in different disciplines. The list only includes words and phrases which appear frequently and are therefore considered normal and acceptable by writers and editors. The list will also keep the flow of writing moving. Underneath each list there are examples of how the words and phrases are used in sentences, so look at the list and the sentence examples when you are feeling stuck and can’t think of what to write or how to continue. INVITATION TO VIEW RESULTS according to the data in Fig. 1, as can be seen from/in* Fig. 1, based on (data in) Fig. 1, can be found in Fig. 1 can be identified from/in Fig. 1 can be observed in Fig. 1 can be seen from/in Fig. 1

Verbs Fig. 1: contains demonstrates displays 169

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(close) inspection of Figure 1 indicates data in Fig. 1 suggest that (data not shown) evidence for this is in Fig. 1 (Fig. 1) in/from Fig. 1 (it can be seen that) in Fig. 1 we (compare etc.) is/are apparent from/in Fig. 1 is/are clearly visible in Fig. 1 is/are evident in the figure is/are given in Fig. 1 is/are shown in Fig. 1 is/are visible in Fig. 1 results are given in Fig. 1 (see Fig. 1) we observe from/in Fig. 1 that

illustrates lists plots presents represents reveals shows summarises

*Note: from means that it can be understood/concluded/deduced from the data in the graphic, whereas in means that it actually appears in/is visible in the graphic itself.

Here are some examples of how these are used:

















· As is apparent from Fig. 1, the extractibility of the dehydroisoandrosterone did not change significantly. · The data in Fig. 18 reveal that H3K36 can repair damaged DNA. · The coefficients given in Table 1 represent mean values from both spectrophotometers. · ZnO thin-film islands which cover the substrate surface can be observed in Fig. 3a. · Figure 1 illustrates the responses from the three regions of the right ventricle. · Results for individual groups are displayed in Supplementary Figure 5. · As we can see from Figure 3, the spectrum changed significantly during the phase scan. · The lack of correlation between IR and PLFA patterns can be seen by comparing Figs 1 and 5. w

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· An analysis of the follow-up status of the subjects is presented in Table 2. · The exchange current densities are summarised in Table 9. SPECIFIC/KEY RESULTS (i) OBJECTIVE DESCRIPTIONS OF RESULTS is/was absent is/was constant is/was different is/was equal is/was higher, etc. is/was highest, etc. is/was identical is/was obtained is/was present is/was seen is/was unchanged is/was uniform

change/d decline/d decrease/d delay/ed drop/ped exceed/ed exhibit/ed exist/ed expand/ed fall/fell find/found increase/d

match/ed occur/red peak/ed precede/d prevent/ed produce/d reduce/d remain/ed resume/d rise/rose take/took place vary/varied

Note: Numerical representations of percentages, levels, locations, amounts etc. (e.g. a 2% increase) are also, of course, objective descriptions of results.

Here are some examples of how these are used:















· Protein expression peaked at day 3 after infection. · The frequencies of the jets were constant, and did not change linearly with velocity. · Concentration scales decreased with the fuel fraction. · It was observed that the female rats exhibited higher levels of plasma corticosterone than male rats. · Leaf enlargement resumed toward the end of the desiccation period. · The UV-visible spectra of the purified components were identical to those of lutein. · Mean SAOC values rose to 682 moI/L within the first hour.

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(ii) SUBJECTIVE DESCRIPTIONS OF RESULTS: general comments abrupt acceptable adequate appropriate brief broadly by and large clear comparable comparatively consistent distinct dramatic effectively equivalent essentially excessive extensive generally gradual

important in general in principle in the main inadequate likelihood mainly major measurable merely minor more or less obvious perceptible poor powerful profound pronounced predominant/ly rapid

reasonable remarkable serious severe sharp similar steep striking strong/ly subtle sudden sufficient suitable unexpected unlikely unremarkable unusual virtually weak/ly

Useful verbs: emphasise highlight reflect resemble Comments: Importantly, In fact, Indeed, Interestingly, Intriguingly, It is noteworthy  that... Notably, Overall, Significantly, Surprisingly,

Note that whereas higher is objectively true or false, high is a subjective assessment of a quantity/level/amount.



(iii) SUBJECTIVE DESCRIPTIONS OF RESULTS: comments about quantities The subjective language used to comment on quantities in STEMM writing can be divided into five groups: Group 1 contains words/phrases which ‘increase’ the size/quantity: A considerable amount of residue remained in the pipe. Group 2 contains words/phrases which ‘reduce’ the size/quantity: Barely 74% of the residue remained in the pipe. Group 3 contains words/phrases which emphasise how big/small/high/low the size/quantity is: w

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The amount that remained in the pipe was even higher/even lower than predicted. Group 4 contains words/phrases which communicate that the size/quantity is similar or close to another: Almost half of the residue remained in the pipe. Group 5 is useful when you do not want to interpret the size/quantity: Some of the residue remained in the pipe. Look at the list below, and place each word/phrase in the correct group. (Those marked with an asterisk [*] appear in two groups.) a great deal (of) a few a little a number (of) abundant appreciable appreciably approximately as many as as few as at least barely below close (to) considerable considerably

easily (over/under) even (higher/lower) exceptionally extremely fairly far (more/less) few fewer (than) greater (than) hardly high imperceptible in some cases just* large less

little low marginal marked markedly minimal* minor moderate modest more (than) most much* near/ly negligible noticeable noticeably

numerous only over (half/25%) particularly plenty of practically quite (high/low) quite a few quite a lot rather (high/low) reasonably relatively remarkably roughly scarcely several

significant significantly slight slightly (more/less) small so (high/low) some somewhat substantial substantially to some extent under upwards of very virtually well (over/under)

KEY Group 1: words/phrases which ‘increase’ the size/quantity a great deal (of) a number (of) abundant appreciable as many as at least considerable greater (than)

high large marked more (than) most much noticeable numerous

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Group 2: words/phrases which ‘reduce’ the size/quantity a few a little as few as barely below few fewer (than)

hardly just less little low marginal minimal

minor modest only scarcely slight small under

Group 3: words/phrases which emphasise how big/small the size/quantity is appreciably considerably easily (over/under) even (higher/lower) exceptionally extremely

far (more/less) markedly much (higher/lower) noticeably particularly remarkably

significantly so (high/low) substantially very well (over/under)

Group 4: words/phrases which communicate that the size/quantity is similar or close to another approximately close (to) few (i.e. close to none) imperceptible

just (over/under) little (i.e. close to none) minimal near/ly negligible

practically roughly slightly (more/less) virtually

Group 5: words/phrases which you can use when you do not want to interpret the size/quantity fairly in some cases moderate

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quite (high/low) rather (high/low) reasonably relatively

some somewhat to some extent

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(iv) SUBJECTIVE DESCRIPTIONS OF RESULTS: ‘happy’ words J accurate advantageous beneficial better effective

efficient excellent feasible improve precise

reliable satisfactory simple successful superior

useful valuable viable worthwhile

(v) SUBJECTIVE DESCRIPTIONS OF RESULTS: comments about frequency

 4.  5.

 6.



 3.



 2.



 1.



Frequency modifiers help readers to evaluate the results. For example, if a researcher states that a particular result occurred every time a particular test was carried out, then it is clearly a very reliable result. If it generally occurred, that is still reliable, but perhaps less so. If the writer simply states x occurred without a frequency modifier, readers may not be able to evaluate the results appropriately, or at all. The evaluative language used to comment on frequency in STEMM writing can be divided into ten levels. Imagine that you want to find a colleague on a Monday morning, and you want to know whether you should look for her in the Library. If she always goes to the Library on Monday mornings you will find her there today. If she generally goes to the Library on Monday mornings you expect to find her there today and you will be surprised if she is not there. If she often goes to the Library on Monday mornings there is a good chance that you may find her there today. If she goes to the Library more often than not on Mondays, you should start by looking for her there, but she may not be there today. If she goes to the Library as often as not on Monday mornings you may find her there today — or you may not. It’s impossible to predict because the chances are equal; she goes there as often as she doesn’t go there. If she sometimes goes to the Library on Monday mornings perhaps she will be there today, but you won’t be surprised if she isn’t there.

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 9.



 8.

10.



 7.



Science Research Writing

If she occasionally goes to the Library on Monday mornings she might be there today but it’s unlikely. If she rarely goes to the Library on Monday mornings she probably won’t be there today, so don’t bother to look for her there. If she hardly ever goes to the library on Monday mornings she is not expected to be there today, and you would be surprised to find her there. If she never goes to the Library on Monday mornings she won’t be there today.

The list below shows the ten levels in decreasing order of frequency. However, note that statements about frequency tend to be subjective: saying that something occurred frequently may refer to how often it was expected to occur. For example, if previous research indicated that a particular result was unlikely to occur but in your study it occurred on 22% of occasions, you may present that as a frequent occurrence. On the other hand, if previous research indicated that something is very likely to occur but in your study it occurred on only 22% of occasions, you may present that as a rare occurrence.

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1

each/every time without exception on each/every occasion always invariably

2

habitually as a rule generally normally usually

3

regularly repeatedly frequently often commonly

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4

more often than not

5

as often as not (neutral frequency)

6

sometimes on some occasions at times

7

occasionally now and then from time to time

8

infrequently rarely seldom

9

hardly ever barely ever almost never scarcely ever

10

on no occasion not once at no time never

When you look at your target articles, you will notice that it is harder to find examples of the language used to provide an objective description of the results than it is to find examples of the language used to provide a subjective description of the results. When objective language does occur, a subjective ‘add-on’ is often provided. For example, slightly lower or much lower is found more often than lower on its own. This is probably because, as mentioned earlier, an objective description of the results does not tell readers anything they don’t already know from looking at the graphic. If you are having difficulty seeing the difference between objective and subjective language, remember that saying that one level or quantity is higher than another is an objective truth; saying that it is high is a subjective evaluation.

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Here are some examples of subjective descriptions of results:

































· Minor clinical abnormalities of nerve function were fairly common in the rheumatoid group. · Significantly, we found that the activation energy for oxidation in both gases is much higher. · The yeast samples were, however, found to be relatively poor sources for dehydrogenases. · Overall, there was a close similarity between the biological activity and immunoreactivity of plasma ACTH in the three specimens. · The impacts of other micronutrients were in general quite weak. · Extracts prepared at 0.3 M NaCl were only slightly active while extracts prepared at concentrations of 0.35 0.5 M NaCl were quite active. · In several cases the chromaticity of exposed skin was noticeably different from that of unexposed skin. · Notably, the non-magmatic IAB and IIICD irons display overlapping Zn contents, in accord with the previous conclusion that these two groups are closely related. · The solenoid valve frequently generated a more accurate pressure response. · Ageing of the alloy showed that the YS was virtually unchanged. · Survival rates in the steroid treated patients were essentially identical to those of the placebo treated patients. · The magnitudes of the ionic displacements were found to be extremely large. · These abnormalities were invariably preceded by symptoms of toxicity. · The calculated Young’s modulus was almost constant in the area above the nucleus. · There was a striking difference in the image contrast between the gradient echo image and the spin echo image. · The colours of the two lights were found to be extremely similar, if not identical.

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· The amount of dye adsorbed on gold was even higher than that on the silver particles. · Breaks in nanotubes were rarely observed following specimen cutting. COMPARISON WITH RESULTS IN OTHER RESEARCH/MODELLED RESULTS/ PREDICTED RESULTS as expected, better than broadly similar to comparable to comparatively (low/high etc.) consistent with contrary to (effectively) the same as (essentially) identical in accordance with in (good) agreement with in contradiction to in contrast to in line with much the same as not dissimilar not unlike relative to similar unlike well known

Verbs accord with align with compare well with confirm contradict correlate with corroborate deviate from differ disprove mirror prove refute reinforce resemble substantiate support validate verify

Note: The verb tense may change as time passes and knowledge and information develop. This means that a sentence like X has been found to occur4 in a paper from five years ago may now be written as X occurs4 or even simply X occurs.

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Adding risk-reducing phrases such as appear to, seem to, tend to can be used to communicate the level of certainty the writer wants to express (see IMPLICATIONS AND EXPLANATIONS OF RESULTS on page 182, Section 3.5 THE CERTAINTY CONTINUUM, and Section 4.5 MODAL VERBS). Here are some examples of how these are used:















· These data appear to confirm the prevalence of Vitamin D deficiency in the normal population. · Thus, the new data from the Human Genome Project tend to corroborate the result in Fig. 2. · Our results differ from those in the literature, and agree better with published CDF data. · These new results are consistent with, and substantially more sensitive than, previously published anisotropy measurements. · The bubble growth predicted from numerical analysis compares well with that obtained in this work. · The location of the gas concentration in the simulation is in remarkably good agreement with that of the observed dust lanes. · The accumulation rates we observed are in line with those reported from sulfate incorporation methods. PROBLEM/S and ISSUES/S

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minimise minimise problem (no big deal) responsibility (not my fault)

maximise good aspects (I got good stuff anyway)

a preliminary attempt acceptable did not align precisely immaterial insignificant less than ideal less than perfect marginal/ly

despite this fairly well nevertheless quite good reasonably robust

as far as possible difficult to (simulate) hard to (control) impossible impractical inevitable/ly (it was) difficult to (it was) hard to

….and focus on a solution or a reason future work should...

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minor deficit negligible effect non-ideal/not ideal not complete not identical not perfect not significant of no consequence of no significance reasonable slightly (disappointing) (some) imperfection/s somewhat (problematic) technicality unimportant

limited by necessarily not examined not explored in this study not investigated not possible not within the scope of this study unavoidable unexpected unfortunately unpredictable unreachable unworkable

future work will… further work is required (is) currently in progress (is) currently underway [this] was because…

Here are some examples of how these are used:



















· Inevitably, considerable computation was involved. · Unfortunately, it was not possible to quantify the extent of Zn loss from the experimental charges. · Only a brief observation was feasible, however, given the number in the sample. · Although centrifugation could not remove all the excess solid drug, the amount remaining was negligible. · Solutions using (q=1) differed slightly from the analytical solutions. · A further study will examine dc-dc converters to determine whether these efficiencies can be achieved in practice. · While the anode layer was slightly thicker than 13 μm, this was a minor deficit. · Future work should therefore include numerical diffusion effects in the calculation of permeability. · This type of control saturation is fairly common and therefore of no significance. 181

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IMPLICATIONS AND EXPLANATIONS OF RESULTS (see example sentences below in Section 3.5: THE CERTAINTY CONTINUUM) could* be explained by could* be interpreted as could* be seen as likely perhaps possible presumably probably unlikely Verbs deduce imply indicate infer mean signify suggest

apparently, evidently, in part due to… it appears that… it could* be inferred that… it is [fairly/abundantly] evident that… it is [very/highly] probable/likely that… it is logical that… it is thought/believed that… it may (well) be that… it may be concluded that… it may/can be assumed that… it seems (very/highly) probable/likely that… it seems that… it would seem/appear that… the evidence suggests that… there is evidence to indicate that… this implies/seems to imply/may imply  that… this is (compelling) evidence for… this is indicative of… this seems to suggest that… we have confidence that… we propose that…

*Note: could can be replaced by may or might, or sometimes can. There is a section on how to use these modal verbs in the next Unit.

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3.5. Language and Writing Skills: The Certainty Continuum



3.5.1 Choose a verb that accurately reflects the causal relationships you are describing  

 

The Results section presents the relationship between what you did and what you found/what happened. Sometimes there is enough evidence for you to state that what you did definitely caused a particular result to occur; at other times you may be certain that it did, but you do not have sufficient evidence. How do you communicate that level of confidence to readers? Another function of the Results section is to indicate the possible implications of your findings. Sometimes you may be certain that your findings imply something, but your results do not prove it. The certainty continuum runs from speculation all the way to proof. Where do your beliefs about your results fit on that continuum? How confident are you? How certain are you? How committed are you to those beliefs, and how do you communicate that to readers?

Some communicate a direct/strong causal connection (cause, produce, be due to). Some refer to a partial cause (contribute to, be a factor in). Some imply a causal process (lead to). Some refer to the initial cause in a causal chain (originate in). Some refer to a product rather than an effect (produce/yield). Some communicate an indirect/weak/implicit causal connection (be related to, be linked to). (be) a factor in (be) a/the cause of (be) a/the consequence of (be) a/the result of (be) ascribed to (be) associated with (be) attributed to (be) connected to (be) due to (be) linked to (be) related to

accompany account for affect arise from cause contribute to create drive generate give rise to

govern influence initiate lead to originate in produce result from result in yield

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In some cases, the position of the cause and the effect are fixed by the verb. For example, in X produced Y, X is the cause and Y is the effect; in X originated in Y, X is the effect and Y is the cause. In other cases, such as X is linked to Y, the writer may simply want to indicate that X and Y are connected in some way. These verbs (linked to, connected to, related to) do not specify which is the cause and which is the effect — nor do they even mean that the connection between the two is necessarily a cause-effect relationship. Articles and prepositions also affect the meaning of cause/effect statements. For example:

3.5.2 Choose the appropriate verb tense  

 





· if X is a cause of or a result of something, this implies that other factors were also involved, whereas if X is the cause of or the result of something, this implies that X is the only cause or result. · X results from Y means that X is a/the consequence of Y. X results in Y means Y is a/the consequence of X.

In Unit 1 (Section 1.5.1 Verb tense choices) it was noted that tense choice can communicate the writer’s confidence in the permanent value or permanent truth of the results. For example, in these sentences: We found that sunbathing was related to cancer. We found that sunbathing is related to cancer.

3.5.3 Adding risk-reducing language  

 

the Past Simple was related to simply describes what the authors found in their study; the findings are linked to that study and are not presented as generally-accepted or established truths. By contrast, choosing the Present Simple is related to reflects a belief that the findings are reliable enough to constitute a permanent truth.

Adding language such as it appears that…/there is evidence to indicate that… can be used to reduce the risk level of a statement. Other risk-reducers include:

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· frequency qualifiers such as often, commonly (see pages 175–177). · quantity qualifiers such as in some cases, in virtually all cases (see pages 172–174). · modal verbs such as may, might (see the Discussion unit, Section 4.5). In summary, Section 3.5 suggests language along the entire certainty continuum. Once you are clear about where your beliefs about your results fit on that continuum and how committed you are to those beliefs, select the appropriate language. You can use the language in Section 3.5 to communicate all levels of confidence and certainty, from absolute certainty to a very tentative suggestion about the possible implications of your results:











· We find/found that sunbathing causes cancer. · We find/found that sunbathing may cause cancer. · We find/found evidence to suggest that sunbathing may be related to cancer. · It appears therefore that in some cases, sunbathing may have been related to the onset of cancer. · The evidence points to the possibility that in some cases, excessive sunbathing may have contributed to the onset of certain types of cancer. Here are some examples from Results sections in recent published research to show how language is used to communicate different levels of confidence and certainty:











· The temperature of the Ti target appeared to be somewhat critical. · It seems therefore that the plating solution probably affects the ceria. · The identified pattern is potentially indicative of altered cellular processes. · It is therefore reasonable to suppose that the duplexity of pitch is a reflection of duplexity in the auditory process. · Therefore, from these results it could be inferred that the sealant did not improve the coating protective performance.

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· The Zn correlations of the samples (Figs. 3, 4a–c) are hence most plausibly explained by indigenous processes. · This provides strong evidence for the importance of NADW in glacialinterglacial climate change. · We speculate that this reflects the increase in blood pressure that is known to occur in some of these patients. · It is therefore possible that the correlations reflect variable contamination. · This suggests that the polysulfide may undergo more complicated electrochemical reactions with likely involvement of more polysulfide species. · These results indicate that EGFR mutations may predict sensitivity to gefitinib. · The differences in recurrence rates increased over time, suggesting that there is a carryover effect. · It seems, therefore, that spontaneous reactivation of viral replication may be a rare event in HBsAg-positive patients. · Therefore, it appears that the plating solution probably affects the ceria within the anode composite. TIPS FOR WRITING A SUCCESSFUL RESULTS SECTION











· Check the format of Results sections in your target articles in terms of length, subsections and subtitles. · Check where the Methods section normally appears in your target journal, and how this impacts on the content of the Results section, i.e. how much information about the method is included in the Results section. · Plan the structure of the entire Results section before you start creating whole sentences: decide the order in which you will present your results, the subsections and their headings, and the location of graphics. · Review the Introduction after you have obtained your results to ensure that the aim of the paper as stated in the Introduction matches the outcome of the study. · Remember that many readers will move directly from the title or Abstract to the Results, so include enough information for the Results to function as a standalone section. w

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· Remember that data and results do not speak for themselves. Present the results within a narrative that leads the reader logically and naturally towards the interpretations and conclusions you want to draw and that you want your reader to share. · Check the amount of commenting/evaluative language in the Results sections of your target articles. · Decide where your results and the implications of your results fit on the certainty continuum, and choose language that represents that location.

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b2530   International Strategic Relations and China’s National Security: World at the Crossroads

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UNIT 4 How to Write the Discussion

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TITLE ABSTRACT INTRODUCTION

METHODS

RESULTS

DISCUSSION CONCLUSION*

*Some journals call this section CONCLUSION and others call it CONCLUSIONS but this does not seem to reflect the number of conclusions that are drawn. w

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4.1. How to Write the Discussion

4.1.1 Wrapping the discussion in a narrative  

 

As stated on page 141, the Results section will be treated separately from the Discussion section, and the Discussion section will be treated separately from the Conclusion. This is to ensure that you can train yourself to recognise — and therefore create — the components that are characteristic of each section, whether you keep them separate or combine them.

The key to a successful Discussion section is a forward-moving, well-organised narrative wrap (see page xiv) that leads the reader patiently, logically and explicitly from the results to the conclusions. Before planning the Discussion, it is helpful to begin by stepping back from the study and considering its main value or contribution. For example:









· Has the study obtained identical or similar results to other studies but uses a modified or new method that is better than existing methods? In that case, the main contribution may be the method. · Has the study obtained better (e.g. more accurate) results than other studies? In that case, the main contribution may be the results themselves. · Is the study a game-changer, i.e. is it setting a new direction for research/ invalidating previous work? In that case, the main contribution of the study may be its impact on the literature/research world. · Has the study identified or created new or extended applications? In that case, the main contribution may be its impact on industry/the real world. This sets a clear ‘destination’ that can be explicitly communicated to the reader via the narrative, and also ensures that the take-home message of the study will not get lost in irrelevant detail. Researchers typically spend less than 30 minutes reading a research article, so it is essential to prioritise and communicate the main value or contribution as unequivocally as possible.

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Science Research Writing

4.2. Building Your Own Model

Although the order of individual components in the Discussion is flexible, the components themselves are relatively straightforward, and follow the symmetrical ‘shape’ of the research article. The Introduction starts out by being fairly general and gradually narrows towards the Method/Results, whereas the Discussion moves away from the Method/Results towards a wider focus. Reviewing the generic Introduction model below is therefore a good starting point. GENERIC INTRODUCTION MODEL (FROM Unit 1) Block 1 ESTABLISH THE IMPORTANCE OF THE TOPIC/FIELD PROVIDE BACKGROUND FACTUAL INFORMATION PRESENT THE GENERAL PROBLEM AREA/CURRENT  RESEARCH FOCUS Block 2 PRESENT PREVIOUS AND/OR CURRENT RESEARCH AND  CONTRIBUTIONS: the research ‘map’ Block 3 LOCATE A GAP IN THE RESEARCH DESCRIBE THE PROBLEM YOU WILL ADDRESS PRESENT YOUR MOTIVATION AND/OR HYPOTHESIS IDENTIFY RESEARCH OPPORTUNITY Block 4 DESCRIBE THE PRESENT PAPER, sometimes mentioning  aims/results/methods/conclusions, and often including  ‘happy’ J words In Block 4 of the Introduction the writer describes the present paper or study, providing a logically-flowing interface between the Introduction and the central sections of the paper. In the Discussion, writers often begin by revisiting some aspect of the study such as the research aim/gap or the key results. This sets the Discussion in motion; it enables the writer to create that interface in reverse and move away from the central report section in a logical flow towards the Conclusion/s. Block 3 presents a gap in the research or describes a problem that will be addressed in the research article. In the Discussion, the writer is expected to say to what extent the study has responded to that gap or solved that problem. w

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Block 2 presents a research map that identifies key studies and contributions. In the Discussion the current study is positioned in relation to that research map. Block 1 provides an interface between the outside world and the research article that prepares the reader to ‘cross the border’ into the article by establishing that the topic is significant, providing background information and/or identifying the current focus of research. The end of the Discussion creates a similar interface, preparing the reader to exit the article and carry the key message to the outside world and/or the research world. The diagram below shows how the Introduction and the Discussion mirror each other:

THE FIELD/TOPIC EXISTING RESEARCH/KNOWLEDGE GAP YOUR PAPER/STUDY

REVISIT YOUR PAPER/STUDY YOUR RESPONSE TO GAP MAP YOUR STUDY TO EXISTING RESEARCH/KNOWLEDGE



4.2.1 EXERCISE 1: Using your own target articles to build a Discussion model  

 

YOUR CONTRIBUTION TO THE FIELD/TOPIC

In this Unit you are encouraged to use the reverse-engineering approach to build a model that represents the Discussion section in current research articles in your field that deal with your own research topic. With the above symmetrical diagram in mind, generate a list of potential components by reverse engineering the Discussion sections of your target 193

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articles. To create this list, write a brief description of the function of each sentence in the Discussion section of at least TWO target articles. When you have finished, read the analysis of the simplified Discussion section below, and then compare your list with the generic model on page 208. Some components in your list will be similar to those in the generic model; others will be specific to the research topic you are dealing with, the current conventions of your field, or the type of article you are writing. Integrate your list with the generic list to produce a robust set of model components for the Discussion section in your current research area, and adapt or update this as necessary.

An assessment of post V2D sequelae in disease survivors Discussion 1 To our knowledge, the study reported here is the largest study of patients who have survived the viral disease V2D, and provides a key contribution to the understanding of post-V2D health issues following infection. 2 Our study is the first to record a wide range of post-V2D complications, and provides clear evidence that survivors who experience a given symptom during V2D infection often present with a closely-related symptom within 300 days following infection. 3 This was particularly true in relation to some specific complications, such as hearing loss (Fig. 1). 4 A key finding was that some post-V2D health issues appear to be age-related: infants below the age of 2 experienced post-V2D cardiac complications far less frequently than adults irrespective of the severity of such complications during the acute stage (Figs. 2a and 2b). 5 This has clear implications for post-V2D-related public health management, and suggests that when resources are limited, cardiac screening priority could be given to adults. 6 Some questions remain; for example, anecdotal evidence collected from patients during the study period suggested that there was a positive correlation between viral load at the acute stage and the severity of post-V2D health issues. 7 However, this was not addressed formally during the study. 8 Although many studies have quantified viral load during acute V2D17,22,27,33, a direct comparison with the

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4.2.2 Key  

 

post-viral period would provide valuable data to support such a correlation. 9 V2D RNA is known to persist in the bodies of survivors long after disease onset30,42, and the results of our study provide compelling evidence that follow-up of all convalescent patients is warranted for at least 10 months after discharge from hospital. 10 In addition, the study provides evidence-based guidance for pragmatic public health recommendations that include age-related follow-up and treatment of post-V2D complications.

In Sentence 1 To our knowledge, the study reported here is the largest study of patients who have survived the viral disease V2D, and provides a key contribution to the understanding of post-V2D health issues following infection. the writer explicitly identifies the contribution of the study in relation to the existing literature and knowledge.

Doesn’t ‘to our knowledge’ sound a bit weak? Aren’t I supposed to know whether it is the largest study or not? In Sentence 1, the writer includes the phrase to our knowledge in case a study has been overlooked accidentally. Even after every effort has been made to search all relevant journals, it is difficult to be absolutely sure that no-one has ever done a particular type of study until now. Immediately before submission you should check current research as thoroughly as possible, using a wide range of keywords. The information you get from the internet will only be as good as your skill in looking for it, and it is unprofessional to make a mistake in a sentence like this. Research develops and is published at a very fast rate, and during the time it takes to submit to your target journal/receive peer review/redraft and resubmit, it is possible that similar research may have been published. If that is the case, don’t panic. It may only be necessary to review and clarify the similarities and differences between your study and others in order to separate and identify the contribution yours makes to the topic. 195

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Why begin the Discussion with this? In the Methods and Results subsections, the writer can create a readerfriendly entry by beginning with a general statement about the content of that subsection. For example, in Unit 3 we saw that writers sometimes begin the Results section with a general statement about the results. However, although some Discussion sections do begin with a general statement about what the Discussion will contain, this is not common. In most cases, the Discussion begins in one of the following two ways, both of which create a clear path to the destination or take-home message of the article:

1. Identifying the achievement, contribution or potential applications of the study The achievement, contribution, potential applications and impact of the study are key factors in relation to research funding and professional reputation, and this is driving a trend towards transparent and unambiguous statements about impact in the Abstract and the Discussion/Conclusion. Identifying the achievement, contribution or potential applications at the start of the Discussion sets up a thematic framework that keeps the impact firmly in your own mind as well as in the mind of the reader. The achievement may be obvious to you and to your immediate colleagues, but it is by no means certain that it will be obvious to all readers, particularly interdisciplinary readers. Another reason for identifying the impact or value of the study early in the Discussion is that the reader may have a simple question that is governing a fast and highly selective reading of the article, such as What exactly did this study manage to achieve? or How does this study affect my own research? The reader may be an interdisciplinary reader with minimal knowledge of the technical aspects of the study, whose question is a more practical one: What are the potential applications of these findings? Beginning the Discussion by stating the achievement, contribution or potential applications is a strong response to this type of information-surfing.

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•



•

•



2. ‘Rebooting’ the reader by: revisiting relevant background factual information. revisiting the gap in the literature or the aim of the study. revisiting key features of results or methods. 196

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As discussed in the Preface, most readers don’t read the entire research article linearly from beginning to end. Many only read the Title, Abstract and Discussion/Conclusion, and these need to be viable as standalone, independent communications. In addition, even if the reader has read the entire article up to this point, it should not be assumed that they have read it with the same focus and concentration as the writer, or that they remember everything they have read. For these reasons, writers often re-position or reboot the reader at the start of the Discussion section by restating relevant aspects of the study. If I decide to ‘reboot’ the reader, how do I choose which part/s of the article to revisit? The success of the Discussion relies on a controlling narrative that clearly identifies the primary value of the study, and that takes the reader logically and effectively to the Conclusion. That narrative begins with the first sentence of the Discussion, so thinking about the main achievement or contribution of your study (see Section 4.1.1) may help you decide what to focus on first. For example, if the main contribution of your study is the change or modification you have made to an existing method, you might begin by revisiting the difficulties associated with that existing method, or by revisiting the key features and comparative advantages of your new method. If the main achievement of your study is that your results are more accurate than existing results, or reveal new information, you may begin by revisiting your results. If the main contribution of your study is that it provides a strong response to the gap or problem identified in the Introduction, you may begin by revisiting that gap. Using similar sentences to those in the section you have chosen to revisit will provide an echo for the reader and will help them recall or find that section. As always, reverse engineer by looking at how writers in your target journals start the Discussion section. In Sentence 2 Our study is the first to record a wide range of post-V2D complications, and provides clear evidence that survivors who experience a given symptom during V2D infection often present with a closely-related symptom within 300 days following infection. the writer identifies the specific novel feature of the study in relation to the existing literature, and summarises the results. 197

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In what way might my study fit into the existing literature? Mapping the study onto the existing literature and knowledge identifies where your ‘product’ sits in the research ‘market’. Mapping is a central function of the Discussion and demonstrates how the study moves the research topic forward. For example, your method may generate results faster than previous methods, which could affect the status of those methods and their application. Your study may confirm results obtained in a previous study, which would validate that study, and perhaps also its conclusions. Alternatively, your study may contradict results obtained in a previous study, which would raise a question about those results and potentially set a new direction for research. How many citations should there be in the Discussion? Citations are essential to position your study and separate your contribution from previous knowledge. You can get a rough idea of what is normal for a given topic in a particular journal by simply averaging the number of citations in the Discussion sections of your target articles. Pay attention to the function of each citation, its location, how often that particular citation is repeated, and how each citation supports the Discussion. Every citation should be relevant, and its relevance should be made explicit to the reader via the narrative. In the example below, sentences that develop the relationship between the current study and existing research/knowledge have been ‘lifted’ off a Discussion to show how the narrative is constructed around the citations. It is particularly useful to look at the way the sentences start, as these phrases develop the relationship between the current study and the existing literature and knowledge. We first demonstrated that ___________, consistent with the literature (2, 4, 45). In particular, ___________ was shown to___________ (40). Regarding this concern, Söderholm et al. (45) reported that ___________. In contrast, O’Malley et al. (34) reported___________. To verify this assumption, ___________was used, as previously depicted for ___________ (7, 38). Using ___________, Lai et al. (27) demonstrated that ___________. As a result, ___________, as determined by Rahli et al. (36). In line with this, a recent in vivo study by Wrzosek et al. (47) clearly showed that___________. Likewise, the role of ___________has been proposed by Gaudier et al. (18). w

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Edited extract from: Stress disrupts intestinal mucus barrier in rats via mucin O-glycosylation shift: prevention by a probiotic treatmentq Discussion IBS is a multifactorial disease, frequently associated with psychological distress and characterized by altered gastrointestinal motor function, viscerosensitivity, and, more recently, low-grade inflammation and impaired intestinal barrier function. Noteworthy, a positive correlation between increased intestinal permeability and visceral pain has been shown in IBS patients (2). Since stressful life events contribute to the IBS symptom exacerbation, the most commonly animal models reproducing “IBS-like” symptoms result from the use of central nervous system-directed stressors (33). In this study, WAS was used as a reliable model of chronic psychological stress. We first demonstrated that a 4-day WAS induced intestinal epithelial barrier impairment, consistent with the literature (2, 4, 45). In particular, for WAS, colonic permeability increase was shown to occur from the third day of a 5-day stress application (40). […] information regarding the effects of chronic stress on mucus barrier, a major actor ensuring intestinal barrier integrity, remains scarce in IBS-like models. Regarding this concern, Söderholm et al. (45) reported that a 10-day WAS decreased the number of mucus-containing goblet cells in the ileum and colon and increased bacterial adhesion. A reduction in the goblet cell number was also depicted in the duodenum of maternally deprived rats (15). In contrast, O’Malley et al. (34) reported an increased colonic mucus secretion and number of goblet cells in maternally deprived rats. […] Larsson et al. (29) depicted in active phase UC patients an altered Muc2 O-glycosylation profile, which was correlated with inflammation severity. Such profile was characterized by changes in the rate of glycanic structures and decreased overall sulfation (29). More recently, the same group showed that mucus of patients with active UC was penetrable ex vivo to 2-μm-sized fluorescent beads (24), suggesting that biochemical changes in mucins impact mucus “penetrability,” resulting in a loss of barrier integrity. In this framework, 199

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we hypothesized that structural O-glycan alterations induced by stress may in turn change the physical properties of intestinal mucus. To verify this assumption, AFM was used, as previously depicted for the characterization of conformational and hydrodynamic properties of individual mucin polymers (7, 38). […] At the nanoscale, mucus has been described as a heterogeneous mesh network of mucin fibers (41, 44). Using engineered nonmucoadhesive nanoparticles, Lai et al. (27) demonstrated that the mesh structure of human cervicovaginal mucus was more open (average pore size 340 ± 70 nm, range ∼50–1800 nm) than the 15- to 100-nm pore size expected. […] As a result, the mucus network may exhibit higher pore size and increased permeability since, for a given porosity (in the range 0–0.7), the permeability of a fibrous network is directly proportional to the square of the fiber diameter, as determined by Rahli et al. (36) for porous media made up of randomly packed monodisperse fibers. […] Direct or indirect regulation of glycosylation enzymes may be a possible candidate. In line with this, a recent in vivo study by Wrzosek et al. (47) clearly showed that commensal bacteria, such as Bacteroidetes thetaiotaomicron, could directly influence goblet cell development and enhance expression of genes encoding host enzymes involved in mucin glycosylation, like sialyltransferase st3gal4. In an in vitro study, Freitas et al. (17) deciphered the ability of a heat soluble factor from B. thetaiotaomicron to modulate specifically the galactosylation pattern of HT29-MTX cells, through a mechanism involving posttranslational induction of glycosyltransferase activities. Likewise, the role of other bacterial metabolites, and particularly butyrate, as factors directly acting on mucin glycosylation has been proposed by Gaudier et al. (18). […]

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Can I cite a study in the Discussion that I have not mentioned earlier? This depends on how relevant the citation is to your Discussion. Citations that mention the interpretations of data in another study or applications discussed in another study are highly relevant to the Discussion, and as such could be mentioned there for the first time. How do I know which tense to use? Reverse engineering a recent target text will generate useful data about verb tense in the Discussion. For example, the number of sentences in the Present Simple tense that provide background factual information will give you a good idea of how common — and therefore how necessary — such information is for the type of study you are doing and the readership you are targeting. Why is Sentence 2 in the Present Simple tense? Verb tense is often a matter of choice, in which case it reflects what the writer wants to communicate rather than referring to when an event occurred. In Unit 1 (Section 1.5.1 Verb tense choices) it was noted that tense choice can communicate the writer’s confidence in the permanent value or permanent truth of a statement. For example, if we were to rewrite Sentence 2 above in the Past Simple tense (…clear evidence that survivors who experienced a given symptom during V2D infection often presented with a closely-related symptom following infection.) the sentence would just describe what the authors found in their study. Using the Past Simple tense implies that the results are linked to that study rather than being presented as permanent, independent truths. By contrast, choosing the Present Simple tense (…clear evidence that survivors who experience a given symptom during V2D infection often present with a closely-related symptom following infection.) empowers the statement, and reflects the writer’s belief that the findings are reliable enough to constitute a permanent, independent truth.

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Unlike most decisions regarding the conventions of academic writing in science, choosing which tense to use for communicating results and the implications of results cannot really be resolved by looking at target articles for guidance. In most cases, the writer needs to make his or her own decision about whether the data is robust enough to support a statement in the Present Simple tense. Notice that even when the Present Simple tense is chosen, it is possible to include some disclaimers that mitigate the writer’s confidence in or commitment to the statement: often present with a closelyrelated symptom. In Sentences 3 and 4 This was particularly true in relation to some specific complications, such as hearing loss (Fig. 1). A key finding was that some post-V2D health issues appear to be age-related: infants below the age of 2 experienced post-V2D cardiac complications far less frequently than adults irrespective of the severity of such complications during the acute stage (Figs. 2a and 2b). the writer revisits the results and comments on them (particularly true…a key finding was…appear to be…far less). I’ve been told that the Discussion section shouldn’t repeat the results. Should I mention the results at all? And if so, how do I mention them without repeating them? There is considerable overlap between the Results and Discussion sections. For example, as we saw in Unit 3, in the Results section most writers include a comment about what the results suggest or imply although in theory, this belongs in the Discussion. Equally, it is difficult, if not impossible, to develop the implications in the Discussion without referring to or repeating key results, since they provide the evidence that underpins and validates those implications. However, repeating or even re-wording key results is not sufficient; the Discussion should move on from the Results. The aim of research is not simply to obtain and describe results; it is to make sense of

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those results in the context of existing knowledge, and to say something sensible and useful about their implications, i.e. what the results mean in that context, and how they relate to the original question, hypothesis or objective stated in the Introduction. Saying what your results are is the central function of the Results section; going on to talk about or explore what they mean is the central function of the Discussion. Reverse engineering successfully-published texts will help you avoid a ‘should I or shouldn’t I?’ dilemma, and will focus your attention instead on what successful writers actually do. If you examine the Discussion sections in your target journals, you will see that virtually all Discussion sections repeat or summarise key results in order to anchor the interpretations and implications. What if I’m not confident about what my results mean? Science research never reaches an endpoint where everything is known about a particular topic. Most science writers are careful not to make over-confident generalisations because the next piece of research will refine and develop the preceding one, and so on. However, it is equally important not to underplay the implications of your work just to be on the safe side, as this undermines and diminishes it. It is essential that the level of certainty you attribute to the meaning of your results can be validated on the basis of those results and existing knowledge. Choosing the appropriate language is critical here. If the language you use to discuss the meaning of your results does not match or reflect the power of the results this is likely to be a point of criticism at the peer-review stage. You can choose language that shows you are confident about what your results mean, or you can choose language that tells the reader you are speculating about their meaning (see Section 3.5: The Certainty Continuum, pages 183–186).

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Why are Sentences 3 and 4 in the Past Simple tense? Is that related to the level of certainty?



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As stated above, the writer chooses a verb tense that reflects the appropriate level of confidence or certainty. How do the verb tenses in these sentences affect the reader’s response? A key finding was that some post-V2D health issues appeared to be agerelated… A key finding was that some post-V2D health issues appear to be agerelated… A key finding is that some post-V2D health issues appear to be agerelated…

It’s a good idea to highlight the verbs in the Discussion sections of your target articles and consider how the tense affects your response as a reader. Does the verb tense seem to ‘match’ the power of the results? In Sentence 5 This has clear implications for post-V2D-related public health management, and suggests that when resources are limited, cardiac screening priority could be given to adults. the writer mentions a potential application arising from the results. Isn’t it better to mention potential applications at the end of the Discussion? The end of the paper interfaces with the research world via suggestions for future research, and with the real world via potential applications, so it is certainly appropriate to mention applications at the end of the paper. However, there seems to be a growing trend to state the main contribution or applications at the start of the Discussion. In some cases, the potential applications are themselves the main contribution of the study or a central theme of the Discussion, which is a good reason for stating them at the start of the Discussion. Check your target journal frequently to see how it is responding to current trends and developments.

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Suppose my work doesn’t have any obvious or current applications? Although many studies don’t have obvious applications, it’s a good idea to check in two places before you give up on the idea. First, look at the Introductions in your target articles as well as your own Introduction, because the Introduction often mentions in what way this type of research can be used. Another possible source is the Discussion or Conclusion section of your target articles, as these may include speculations about potential future applications. Including potential applications shows the value of your study beyond the aims of your specific research question. However, research has many functions — it may clarify a theory, or it may simply add the next layer of knowledge onto a developing field, so the type of research you do may not have a clear application at this stage, or ever. In Sentences 6, 7 and 8 Some questions remain; for example, anecdotal evidence collected from patients during the study period suggested that there was a positive correlation between viral load at the acute stage and the severity of post-V2D health issues. However, this was not addressed formally during the study. Although many studies have quantified viral load during acute V2D17,22,27,33, a direct comparison with the post-viral period would provide valuable data to support such a correlation. the writer mentions a limitation of the study (this was not addressed formally during the study) that leads to a suggestion for future research. How do I decide which limitations to focus on here? Can I mention the limitations of the study for the first time in the Discussion? Most limitations derive from problems or issues encountered during the study, and these are normally mentioned for the first time in the relevant subsection. However, in this case, the anecdotal evidence was not a formal or intentional part of the data collection procedure, nor was it presented as a result. It is linked to a suggestion for future research, and as such it is acceptable to mention it for the first time in the Discussion.

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Another possible reason for mentioning a limitation for the first time in the Discussion is if you are finding it difficult to commit to your conclusions because of the need for further work. This is a limitation that can be mentioned in the Discussion and linked to an invitation to the research community to continue and make further progress. Why should I try to fix the direction of future work — why not let researchers decide for themselves? Good studies are rarely an end in themselves; in most cases, they open up forward directions for research. Inviting the research community to follow your work in a specific way has many advantages. First, it provides researchers with a rational, defined project, which is more attractive than a vague suggestion and therefore more likely to be carried out. Second, it encourages a line of direct continuity from your research. Studies that follow from your own will cite your paper, which enhances the status of your study. In addition, a study which responds to difficulties or limitations that you encountered may provide you with useful data for your current and future work. The obvious question at this point therefore is: where should the research go next? In Sentence 9 V2D RNA is known to persist in the bodies of survivors long after disease onset 30,42, and the results of our study provide compelling evidence that follow-up of all convalescent patients is warranted for at least 10 months after discharge from hospital. the writer mentions background factual information in the literature (is known to persist) to support the conclusions of the study. Do I really need to add more background information even at this late stage?

 

As stated above, paying attention to the function of each citation in the Discussion section of your target articles, its location, and how it supports the Discussion will give you a benchmark for current writing in your field. The number and location of sentences in the Present Simple that cite background factual information will give you a good idea of how common — and how necessary — such information is at each point in the Discussion section. w

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4.2.3 A Discussion model  

 

In Sentence 10 In addition the study provides evidence-based guidance for pragmatic public health recommendations that include age-related follow-up and treatment of post-V2D complications. the writer closes strongly with the applications of the study.

Now compare the sentence descriptions below with the list you made in Section 4.2.1, Exercise 1: In Sentence 1, the explicitly identifies the contribution of the study in writer relation to the existing literature and knowledge. In Sentence 2, the identifies the specific novel feature of the study in writer relation to the existing literature, and summarises the results. In Sentences 3 and 4, the writer

revisits the results and comments on them.

In Sentence 5, the mentions a potential application arising from the writer results. In Sentences 6, 7 and 8, the writer

mentions a limitation of the study that leads to a suggestion for future research.

In Sentence 9, the mentions background factual information in the writer literature to support the conclusions of the study. In Sentence 10, the writer

closes strongly with the applications of the study.

These can be streamlined to create a basic, generic Discussion model (see next page). Integrate this model with the list of components you created in Section 4.2.1 to generate a robust set of model components for the Discussion section in your own current research area which you will adapt or update as your research develops. The order of components is reasonably fluid; however, those at the top of the list tend to occur early in the Discussion while those at the bottom tend to occur later or towards the end.

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GENERIC DISCUSSION MODEL ANNOUNCE THE STRUCTURE OR CONTENT OF THE DISCUSSION SECTION STATE THE ACHIEVEMENT/CONTRIBUTION OF THE STUDY* REVISIT BACKGROUND INFORMATION/LITERATURE TO ‘REBOOT’ READER REVISIT GAP/AIM/METHOD REVISIT RESULTS AND EXPLORE THEIR IMPLICATIONS MAP TO LITERATURE/KNOWLEDGE FOR COMPARISON/SUPPORT IDENTIFY POTENTIAL LIMITATIONS AND SUGGESTIONS FOR FUTURE WORK RESTATE THE ACHIEVEMENT/CONTRIBUTION/IMPACT OF THE STUDY IDENTIFY POTENTIAL APPLICATIONS *Note: The ACHIEVEMENT/CONTRIBUTION of the study is the most free-flowing component — in some cases it occurs both at the start and at the end, as in this model; in others it occurs throughout the Discussion.

Is there a difference between the ACHIEVEMENT and the CONTRIBUTION? Sometimes they are the same thing. The achievement is internal to the study and is linked to the success of resolving the specific research question stated in the Introduction. For example, if the study aimed to identify something, then identifying it is the achievement of the study. It’s easier for the reader to track this if the writer uses the same verb, rather than switch to a so-called synonym such as find or detect. The contribution is more outward-facing, essentially how the study affects the real or research world in terms of applications or knowledge.

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4.3.1 A demonstration of the model  

 

4.3. Testing and Adjusting the Basic Generic Model

Identify the model components in the Discussion section below. Language that exemplifies the model components is in bold type. Notice how the model creates a narrative framework for the Discussion.

Rapid alloy prototyping: compositional and thermo-mechanical high throughput bulk combinatorial design of structural materials based on the example of 30Mn–1.2C–xAl triplex steelsp 5. Discussion 5.1 Microstructure and mechanical properties of the 30Mn–1.2C–xAl steels The novel bulk RAP approach introduced in this work provides, for the first time, a systematic evaluation of the compositional and thermomechanical trends associated with a change in the Al content of a group of Triplex steels with high Mn and C concentrations. We observed that without the addition of Al to the 30Mn–1.2C steels the most favourable mechanical properties were obtained for the as-homogenised state (Figs. 2 and 3a). The observed properties are in reasonable agreement with data reported for Mn–C alloyed TWIP steels of a similar chemical composition [27, 28]. The observed embrittlement during ageing can be related to the formation of the coarse, pearlitic particles on the grain boundaries [27] (Fig. 5a). High amounts of Al ( ~8 wt.%), on the other hand, result in pronounced strengthening during ageing, depending on the time and temperature (Figs. 2 and 3c), and no coarse particles could be observed in this case (Fig. 5c). In the light of previous results this typical precipitation hardening behaviour, which allows tuning of the strength and ductility, can be explained by the formation and growth of j carbides during ageing [17, 18, 21]. Due to their reportedly small size, which is of the order of several nanometres, the j carbides could not be reliably detected or identified in the high throughput RAP OM observations 209

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4.3.2 EXERCISE 2: Identifying the model components  

 

conducted in this study. The darker particles visible in Fig. 5c might be linked to j carbides. Alloys with intermediate Al concentrations (about 2–6 wt.%) do not offer mechanical properties on the same level compared with the aforementioned extreme cases under their respective optimal conditions (i.e. after the respective most suitable ageing treatments). On the other hand, a much smaller influence of the ageing parameters on tensile behaviour can be observed in these cases (Figs. 2 and 3b). Within the limitations of this study (confined range of applied heat treatments, OM investigations, etc.) this improved stability of the mechanical properties during thermal exposure can be attributed to a concerted formation of j carbides and grain boundary pearlite, balancing the strengthening and embrittlement effects of intermediate amounts of Al. In general it should be underlined that detailed investigations of the role of j carbides and pearlite particles on the deformation mechanisms, as well as the precipitation type and the structural nature of the j carbides (i.e. spinodal vs. nucleation/growth), require higher resolution techniques, such as TEM or APT. Nonetheless, the mechanical data on both RAP (Figs. 2 and 3) and conventionally synthesised and processed alloys (Fig. 6a) are in good agreement with previously reported values for Fe–Mn–Al–C steels [17,18]. The RAP results suggest that future efforts regarding more detailed nanostructural investigations should focus on such high-C triplex steels with high Al concentrations (>8 wt.%), as they offer the possibility of covering the widest range of mechanical properties via ageing treatments (scalability, Fig. 2) and exhibit the lowest possible specific weight of all such steels.

Here are two more Discussion sections from research articles in different disciplines. They have been edited for length, and ellipses are marked as […]. In the first one, identifiers of the model are in bold in the first half of the Discussion. In some cases, the verb is in bold to draw attention to the function w

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of the verb tense. Underline the identifiers of the model in the second half of the Discussion, and then underline the identifiers of the model for the whole of the second Discussion. Notice how the way the sentences start reveals the narrative scaffold containing the information.

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1 Sensory nerve induced inflammation contributes to heterotopic ossi cationr Discussion

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Heterotopic ossi cation is a disorder involving rapid bone formation within muscle, tendon, and ligaments, adjacent to skeletal bone, and it has been linked to an elevation in BMP2 signaling [Shore and Kaplan, 2010]. Further, the incidence of HO appears to be dramatically increased in individuals who have sustained traumatic injury to the nervous system [Forsberg et al., 2009]. Here we determined whether localized changes in BMP signaling, which lead to heterotopic bone formation, can also alter peripheral nerve signaling through induction of neuroin ammation. Our results suggest that in the presence of BMP2, sensory neurons express mediators of neuroin ammation, resulting in the recruitment of mast cells and remodeling of the nerve structure. BMP2 has been shown previously to induce the expression of the neuroin ammatory mediators, substance P and CGRP, in sensory neuron cultures [Bucelli et al., 2008]. Here we quanti ed changes in these mediators, in vivo, after delivery of cells expressing BMP2. We found a signi cant and immediate elevation of both proteins, in relation to the control, which received the same cells transduced with an Adempty virus. Interestingly, we observed a strong correlation in elevation of these mediators, immediately following our delivery of BMP2. However, as the process continued over time, we observed a cyclical pattern in the expression of these mediators, with a signi cant decline in expression on day 2, followed by a signi cant rise in expression on day 3, and a trend towards another increase in expression by day 6. Although BMP2 would presumably be expressed for the rst 3–4 days, prior to the rapid clearance of the cells [Fouletier-Dilling et al., 2007], the kinetics of BMP2 receptor signaling in this model is unclear. Intriguingly, one of the rst steps is the rapid formation of brown adipocytes within the tissues

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[Olmsted-Davis et al., 2007]. We have previously shown brown adipocytes to be necessary for patterning of the new bone, by their unique capacity to regulate the oxygen microenvironment, not only by stimulation of new vessels, but also by uncoupling of aerobic respiration and ‘‘burning’’ of oxygen [Olmsted-Davis et al., 2007]. The result of this uncoupling is a release of energy as heat, which could potentially re-stimulate sensory neurons to respond and release substance P and CGRP. This could potentially explain the observed cyclical nature of the response, suggesting secondary or tertiary signaling events. Performing the assay in animals lacking TRPV1, we saw a signi cant decrease in the volume of heterotopic bone formed, compared to animals with functional TRPV1. The suppression, rather than complete ablation, suggests that other TRPV family members present on sensory neurons may also contribute to the induction of HO. Although we do not rule out alterations in other peripheral nerve signaling to the central nervous system in these animals, both substance P and CGRP were found to be signi cantly decreased in the TRPV1 mice. We still observed a trend towards an increase in substance P and CGRP upon addition of the AdBMP2 transduced cells. However, this was not above the normal background levels observed in wild type mice, nor was it statistically signi cant for CGRP, and the induction was over three folds lower for SP, so it is unclear whether this contributes to HO. The result that BMP2 does not induce SP or CGRP in TRPV1 mice is not surprising, as it has been previously shown that TRPV1 induces SP in response to capsaicin [Theriault et al., 1979] and that TRPV1 also controls heat- and acid-induced CGRP release from sensory nerves [Kichko and Reeh, 2009]. In addition, previous studies have revealed decreased injury-induced neuropeptide release in TRPV1 mice [Wang and Wang, 2005]. While TRPV1 is unquestionably involved in pain and neuroin ammation, TRPV has also been found to be involved in diabetes [Razavi et al., 2006] and obesity [Motter and Ahern, 2008]. Whether this is by the same mechanism proposed here, or by alternative mechanisms, remains undetermined. Consequently, deletion of TRPV1 could have additional pleiotropic effects. TRPV1 mice receiving Adempty transduced cells did not produce heterotopic bone, which is in line with our previous ndings that Adempty transduced cells have not produced HO in any animal model we have tested [Olmsted-Davis et al., 2002].

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Mast cells are known to be recruited to nerves during times of neuroin ammation. Upon degranulation, mast cells release a number of digestive factors, chymases, tryptases, and other enzymes, which can cleave proproteins, leading to their activation. These factors appear to be essential for tissue remodeling of not only the nerve, but also other surrounding tissues, including the vasculature [Johnson et al., 1988; Richardson and Vasko, 2002; Kleij and Bienenstock, 2005; Schaible et al., 2005; Kulka et al., 2008]. Nerve remodeling is thought to be part of neurite outgrowth, or the ability to remodel and extend neurons. Perhaps this process is utilized to innervate the newly forming HO. Alternatively, Adameyko et al. [2009] recently demonstrated the presence of a stem cell population residing within peripheral nerves that would migrate from the nerve to undergo melanocyte differentiation. We quanti ed the number of mast cells after induction of HO and found a signi cant elevation in this population within 48 h, when compared to tissues receiving the control cells. We observed an upward trend in the number of mast cells on all days. However, perhaps due to the immune response evoked to clear the injected cells, there was also an increase in mast cell numbers in the control tissues, leading to a signi cant difference only on day 2. Further, we observed the mast cells, within the rst 48 h, associating with the nerves and within the nerves, as compared to control tissues where the mast cells were usually located randomly throughout the tissues. It is intriguing that we observed the most signi cant difference at these early stages, since this appears to parallel our ndings for the release of SP and CGRP within the tissues, suggesting mast cells may be recruited after release of these factors. […] We next looked at whether the nerve remodeling was releasing cells that were essential to bone formation. As noted above, it has been previously demonstrated that precursors in peripheral nerves are the origin of skin melanoctyes. Therefore, mast cell degranulation, and subsequent nerve remodeling, was blocked using cromolyn, and we observed a signi cant decrease in HO. We next analyzed the nerves from these animals and found an increase in cells expressing markers of early stem cells (nanog and Klf4). These primitive markers were sporadic in the nerves of untreated animals, but completely covered the nerve in the cromolyn treated animals. This not only suggests that the early tissue changes lead to expansion of these cells, but also

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that the pool size of these cells within the nerve of untreated animals is extremely low, due to concomitant and rapid migration and differentiation. However, blockade of these latter steps with cromolyn leads to accumulation of these cells expressing primitive markers within the nerve. We note here, however, that the mechanisms of cromolyn action are incompletely understood. Although cromolyn is widely characterized as a ‘‘mast cell-stabilizer’’ (i.e., an agent that blocks the release of mast cell mediators following appropriate activation of the cell) that can suppress mouse mast cell function in vivo, its molecular targets are neither fully de ned nor restricted to mast cells [Galli et al., 2008]. Moreover, while the mechanism of action of cromolyn mainly involves mast cell degranulation [Cox, 1967], other mechanisms, such as inhibition of neutrophils and eosinophil induced chemotaxis [Bruijnzeel et al., 1990], have also been described. To our surprise, we observed osterix positive cells on the nerve as early as day 2, in the presence of cromolyn. There were also cells that expressed primitive stem cell factors, which appeared to simultaneously express osterix, suggesting that these cells are osteoblast precursors. The majority of osterix positive expression was associated with the nerve. We also observed Klf-4+ and nanog+ cells that were not associated with osterix, suggesting that these cells may have other potentials. Besides osteoblasts, another possible fate of these cells may be brown adipocytes, which we have shown previously to be critical for reduction of the oxygen tension in the microenvironment for cartilage formation [Olmsted-Davis et al., 2007] and for secreting VEGF for vessel formation [Dilling et al., 2010]. It has recently been noted that the Misty mouse phenotype [Sviderskaya et al., 1998], which is de cient in brown fat, is caused by a mutation in dock 7 [Blasius et al., 2009], a neuronal factor that regulates Schwann cell migration and neuronal polarity. It is intriguing to speculate that brown fat progenitors may also reside in peripheral nerves, particularly since TRPV1 responds to heat [Szallasi et al., 2007]. Additionally, it is interesting that the mutation in a single neuronal protein, dock7, not only dramatically increases HO in the Misty mouse [Olmsted-Davis et al., 2007], but also causes severe osteoporosis in the skeletal bone (Rosen C., unpublished). Further, we previously demonstrated the rapid formation of new vessels early after BMP2 induction [Dilling et al., 2010], suggesting that several types of tissues are being assembled simultaneously during this period. Osterix has previously been suggested to

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play a role in osteoblast lineage commitment of progenitors, suppressing the adipose phenotype [Cheng et al., 2003]. Perhaps the early osterix expression, 4 days prior to the appearance of osteoid matrix, may be part of a regulatory mechanism to preserve these cells for future osteogenic fate. Finally, although not highlighted in this manuscript, we did observe osterix positive cells, at later times, in vessel-like structures that co-aligned with early endothelial markers, such as k 1, which we have previously identi ed as characteristic of this early vasculogenesis [Dilling et al., 2010]. This notion supports the work of Lounev et al. [2009], suggesting that osteoblast progenitors reside within the newly forming vessels, have a Tie 2 marker, and are not derived from marrow [Kaplan et al., 2007]. Other investigators have also provided evidence for this concept of osteoblast progenitors being associated with the vasculature [Kolf et al., 2007; Medici et al., 2010]. This study is the rst step in identifying a potential direct role for the peripheral nervous system in the induction of heterotopic ossi cation. The data suggest that early neuroin ammation, elicited in the presence of BMP2, may be capable of expanding a population of cells within the nerve, which can migrate and potentially contribute to a number of structures, rapidly assembling to produce HO. Suppression of these steps signi cantly decreases HO formation. Although it is unclear what effects this may have on the adjacent skeletal bone, the data suggest that there is direct communication with the hypothalamus, which could, in part, signal to impact bone remodeling. Understanding these earliest steps of HO will, for the rst time, provide us novel targets for therapeutic intervention, which may ultimately lead to effective treatments. Finally, it is conceivable that such a mechanism could play a role in many other disease states, including neuro bromatosis and vascular calci cation.

2 Supervised learning in spiking neural networks with FORCE trainings Discussion We have shown that FORCE training can take initially chaotic networks of spiking neurons and use them to mimic the natural tasks and functions demonstrated by populations of neurons. For example, these networks were trained to learn

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low-dimensional dynamical systems, such as oscillators which are at the heart of generating both rhythmic and non rhythmic motion45. We found FORCE training to be robust to the spiking model employed, initial network states, and synaptic connection types. Additionally, we showed that we could train spiking networks to display behaviors beyond low-dimensional dynamics by altering the supervisor used to train the network. For example, we trained a statistical classi er with a network of Izhikevich neurons that could discriminate its inputs. Extending the notion of an oscillator even further allowed us to store a complicated sequence in the form of the notes of a song, reproduce the singing behavior of songbirds, and encode and replay a movie scene. These tasks are aided by the inclusion of a high-dimensional temporal signal (HDTS) that discretizes time by segregating the neurons into assemblies. FORCE training is reminiscent of how songbirds learn their stereotypical learned songs35,46. Juvenile songbirds are typically presented with a species speci c song or repertoire of songs from their parents or other members of their species. These birds internalize the original template song and subsequently use it as an error signal for their own vocalization35–37,39,46–49. Our model reproduced the singing behavior of songbirds with FORCE training as the error correction mechanism. Both the spiking statistics of area RA and the song spectrogram were accurately reproduced after FORCE training. Furthermore, we demonstrated that altering the balance between excitation and inhibition post training degrades the singing behavior post-training. A shift to excess excitation alters the spectrogram in a highly non-linear way while a shift to excess inhibition reduces the amplitude of all frequencies. Inspired by the clock-like input pattern that songbirds use for learning and replay35,36 we used a similar HDTS to encode a longer and more complex sequence of notes in addition to a scene from a movie. We found that these signals made FORCE training faster and the subsequent replay more accurate. Furthermore, by manipulating the HDTS frequency we found that we could speed up or reverse movie replay in a robust fashion. We found that compressing replay resulted in higher frequency oscillations in the mean population activity. Attenuating the HDTS decreased replay performance while transitioning the mean activity from a 4–8Hz oscillation to a slower (≈2Hz) oscillation. Finally, replay of the movie was robust to lesioning neurons in the replay network.

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While our episodic memory network was not associated with any particular hippocampal region, it is tempting to conjecture on how our results might be interpreted within the context of the hippocampal literature. In particular, we found that the HDTS conferred a slow oscillation in the mean population activity reminiscent of the slow theta oscillations observed in the hippocampus. The theta oscillation is strongly associated to memory; however, its computational role is not fully understood, with many theories proposed50–53. For example, the theta oscillation has been proposed to serve as a clock for memory formation50,54. Here, we show a concrete example that natural stimuli that serve as proxies for memories can be bound to an underlying oscillation in a population of neurons. The oscillation forces the neurons to re in discrete temporal assemblies. The oscillation (via the HDTS) can be sped up, or even reversed resulting in an identical manipulation of the memory. Additionally, we found that reducing the HDTS input severely disrupted replay and the underlying mean population oscillation. This mirrors experimental results that showed that theta power was predictive of correct replay55. Furthermore, blocking the HDTS prevents learning and prevents accurate replay with networks trained with an HDTS present. Blocking the hippocampal theta oscillation pharmacologically56 or optogenetically57 has also been found to disrupt learning. The role of the HDTS is reminiscent of the recent discovery of time cells, which also serve to partition themselves across a time interval in episodic memory tasks58–60. How time cells are formed is ongoing research however they are dependent on the medial septum, and thus the hippocampal theta oscillation61. Time cells have been found in CA158, CA362 and temporally selective cells occur in the entorhinal cortex63. In a broader context, FORCE trained networks could be used in the future to elucidate hippocampal functions. For example, future FORCE trained networks can make use of biological constraints such as Dale’s law in an effort to reproduce veri ed spike distributions for different neuron types with regards to the phase of the theta oscillation64. These networks can also be explicitly constructed to represent the different components of the well studied hippocampal circuit. FORCE training is a powerful tool that allows one to use any suf ciently complicated dynamical system as a basis for universal computation. The primary

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difficulty in implementing the technique in spiking networks appears to be controlling the orders of magnitude between the chaos inducing weight matrix and the feedback weight matrix. If the chaotic weight matrix is too large in magnitude (via the G parameter), the chaos can no longer be controlled by the feedback weight matrix1. However, if the chaos inducing matrix is too weak, the chaotic system no longer functions as a suitable reservoir. To resolve this, we derived a scaling argument for how Q should scale with G for successful training based on network behaviors observed in ref. 1. Interestingly, the balance between these fluctuations could be related to the fading memory property, a necessary criterion for the convergence of FORCE trained rate networks65. Furthermore, while we succeeded in implementing the technique in other neuron types, the Izhikevich model was the most accurate in terms of learning arbitrary tasks or dynamics. This is due to the presence of spike frequency adaptation variables that operate on a much slower time scale than the neuronal equations. There may be other biologically relevant forces that can increase the capacity of the network to act as a reservoir through longer time scale dynamics, such as synaptic depression and NMDA mediated currents for example66–68. Furthermore, we found that the inclusion of a high-dimensional temporal signal increased the accuracy and capability of a spiking network to reproduce long signals. In ref. 2, another type of high-dimensional supervisor is used to train initially chaotic spiking networks. Here, the authors use a supervisor consisting of O(N2) components (see ref. 2 for more details). This is different from our approach involving the construction of an HDTS, which serves to partition the neurons into assemblies and is of lower dimensionality than O(N2). However, from ref. 2 and our work here, increasing the dimensionality of the supervisor does aid FORCE training accuracy and capability. Finally, it is possible that an HDTS would facilitate faster and more accurate learning in networks of rate equations and more general reservoir methods as well. Although FORCE trained networks have dynamics that are starting to resemble those of populations of neurons, at present all top-down procedures used to construct any functional spiking neural network need further work to become biologically plausible learning rules1,5,8. For example, FORCE trained networks require non-local information in the form of the correlation matrix P(t). However, we should not dismiss the final weight matrices generated by

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these techniques as biologically implausible simply because the techniques are themselves biologically implausible. Aside from the original rate formulation in ref. 1, FORCE trained rate equations have been recently applied to analyzing and reproducing experimental data. For example, in ref. 69, the authors used a variant of FORCE training (referred to as Partial In-Network Training, PINning) to train a rate network to reproduce a temporal sequence of activity from mouse calcium imaging data. PINning uses minimal changes from a balanced weight matrix architecture to form neuronal sequences. In ref. 70, the authors combine experimental manipulations with FORCE trained networks to demonstrate that preparatory activity prior to motor behavior is resistant to unilateral perturbations both experimentally, and in their FORCE trained rate models. In ref. 71, the authors demonstrate the dynamics of reservoirs can explain the emergence of mixed selectivity in primate dorsal Anterior Cingulate Cortex (dACC). The authors use a modi ed version of FORCE training to implement an exploration/exploitation task that was also experimentally performed on primates. The authors found that the FORCE trained neurons had a similar dynamic form of mixed selective as experimentally recorded neurons in the dACC. Finally, in ref. 72, the authors train a network of rate neurons to encode time on the scale of seconds. This network is subsequently used to learn different spatio-temporal tasks, such as a cursive writing task. These FORCE trained networks were able to account for psychophysical results such as Weber’s law, where the variance of a response scales like the square of the time since the start of the response. In all cases, FORCE trained rate networks were able to account for and predict experimental ndings. Thus, FORCE trained spiking networks can prove to be invaluable for generating novel predictions using voltage traces, spike times, and neuronal parameters. Top-down network training techniques have different strengths and uses. For example, the Neural Engineering Framework (NEF) and spike-based coding approaches solve for the underlying weight matrices immediately without training5,6,8,9,11. The solutions can be analytical as in the spike based coding approach, or numerical, as in the NEF approach. Furthermore, the weight matrix solutions are valid over entire regions of the phase space, where as FORCE training uses individual trajectories as supervisors. Multiple trajectories have to be FORCE trained into a single network to yield a comparable level of global

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performance over a region. Both sets of solutions yield different insights into the structure, dynamics, and functions of spiking neural networks. For example, brain scale functional models can be constructed with NEF networks8. Spikebased coding networks demonstrate how higher order error scaling is possible by utilizing spiking sparsely and ef ciently through balanced network solutions. While the NEF and spike based coding approaches provide immediate weight matrix solutions, both techniques are dif cult to generalize to other types of networks or other types of tasks. Both the NEF and spike based coding approaches require a system of closed form differential equations to determine the static weight matrix that yields the target dynamics. In summary, we showed that FORCE can be used to train spiking neural networks to reproduce complex spatio-temporal dynamics. This method could be used in the future to mechanically link neural activity to the complex behaviors of animals.

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4.4. Useful Words and Phrases This section lists words and phrases for the Discussion section from analysis of over 2,500 published research articles in different disciplines. The list only includes words and phrases which appear frequently and are therefore considered normal and acceptable by writers and editors. The list will also keep the flow of writing moving. Underneath each list there are examples of how the words and phrases are used in sentences, so look at the list and the sentence examples when you are feeling stuck and can’t think of what to write or how to continue. Language suggestions for many of the components of the Discussion have appeared in previous Units. For example:







• ANNOUNCE STRUCTURE OR CONTENT OF DISCUSSION SECTION • [REVISIT] LITERATURE • [REVISIT] GAP/AIM OF STUDY • [SUMMARISE/REVISIT] KEY FEATURES OF RESULTS/ METHOD • RESULTS + EXPLANATION • RESULTS + INTERPRETATION/IMPLICATION • LIMITATIONS

see Unit 1 see Unit 1 see Unit 1 see Units 2 and 3 see Unit 3 see Unit 3 see Units 2 and 3

4.4.1 Language task  

 

When you revisit previous sections, don’t change the language or the sentence for the sake of style. Your aim is to create an echo that will remind the reader of what was said before, so repeating the same words and phrases is advantageous. By contrast, changing the language can be a disadvantage, since it places a burden on the reader to work out whether it refers to the same thing. For example, if the aim of the study as stated in the Introduction was to identify something, it is helpful to the reader if the same verb is used in the Discussion to describe the achievement of the study.

EXERCISE 3 The following five model components occur for the first time in the Discussion: 1 MAP TO LITERATURE/KNOWLEDGE 2 REFINE/EXPLORE IMPLICATIONS 221

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3 ACHIEVEMENT/CONTRIBUTION TO LITERATURE/KNOWLEDGE 4 CURRENT AND FUTURE WORK 5 APPLICATIONS/USE/APPLICABILITY/IMPLEMENTATION

4.4.2 Language for the Discussion section  

 

Look through the Discussion sections in this unit and in your target research articles. Underline or highlight words or phrases that you think could be used in these five areas, and compare your suggestions with the lists in Section 4.4.2.

1 MAP TO LITERATURE/KNOWLEDGE an alternative scheme/strategy analogous to comparable to consistent with contrary to distinct from entirely different equivalent to except for fundamentally the same as identical to in accordance with in agreement with in conflict with in contrast to in good agreement (with) in line with new/novel previously described/reported/suggested rather than recently significantly different (to/from) similar the first time/first of its kind

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Verbs: This study/These results challenge compare well (with) complement confirm conflict (with) contradict correspond to corroborate differ from disprove expand extend improve mirror modify pave the way for prove provide insight into provide support for refute resemble

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to the best of our knowledge, unlike

shed new light on substantiate support verify

Note: A simple comparative (e.g. stronger/more accurate/quicker) is also effective here, and the GAP/PROBLEM language from Unit 1 is useful to recall previous/current knowledge or show how the gap in the literature has been filled.

Here are some examples of how these are used:





















· Rather than being excluded as is often suggested, the sulfate reducers seemed to be thriving. · The frequency domain algorithm proposed here resembles the so–called Frisch Scheme approach. · Unlike existing control schemes, in this scheme the parameters can be freely changed during operation. · This is in agreement with results from recent studies which suggest that iron reducers can modify their rate of respiration. · Our data therefore provide support for the theory proposed by Stephen Robbins [Robbins et al., 2013]. · The presented structure-based approach complements existing experimental methods. · This study extends previous research by analysing corporate brand and industry image simultaneously. · These results are consistent with the theory that fungal infection leads to plant death. · The current study therefore both confirmed and expanded prior research into these mechanisms. · On the basis of these results, we challenge the assumptions made by existing physical-layer security systems. 2 REFINE/EXPLORE IMPLICATIONS A full list of language to communicate implications can be found on page 182 IMPLICATIONS AND EXPLANATIONS OF RESULTS. The list reflects the fact that in the Discussion the implications are sometimes expressed in a more

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abstract, general or theoretical way, or by using language that permits evidence-based speculation. plausible potential tentative to hypothesise to postulate to speculate to theorise

modal verbs (esp. may/might/could) it is conceivable that… it is reasonable to assume that… this is reinforced by… this is substantiated by… this points to… we cannot rule out…

Clearly, Indeed, Perhaps

Here are some examples of how these are used:













· It is conceivable that such a mechanism could play a role in many other disease states. · We postulate that Brownian motion of nanoparticles in nanofluids produces convectionlike effects at the nanoscale. · A tentative explanation is that the colloidal system may be agglomerated at that treatment level. · We hypothesize that our work could serve as a catalyst for new forms of real-time interventions. · It is intriguing to speculate that brown fat progenitors may also reside in peripheral nerves. · However, we do not rule out the possibility of a reaction with hemicellulose and lignin. 3 ACHIEVEMENT/CONTRIBUTION It is essential to communicate the value of your study explicitly, and a range of options is given in (i) Positive language (‘happy’ words). In some cases, the achievement or contribution is extremely exciting or highly significant. Science writing does not generally permit the use of the exclamation mark (!), but there are many acceptable ways of communicating that ‘wow!’ feeling, and these are listed in (ii) !-substitutes (‘very happy’ words).

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(i) Positive language (‘happy’ words) accurate advantage appealing appropriate attractive beneficial clear comprehensive convenient convincing correct cost-effective direct easy economical effective

efficient encouraging entirely exact fast favourable feasible flexible important intuitive low-cost new novel practical precise productive realistic relevant

reliable robust significant simple smooth stable straightforward strong successful superior systematic unambiguous useful valid valuable versatile viable

Verbs/verb phrases: allow avoid compare well with confirm enable enhance ensure explain facilitate help to improve is able to offer outperform

prove provide a first step provide a framework provide evidence of provide insight into remove the need for resolve reveal solve streamline succeed in support validate yield



(ii) !-substitutes (‘very happy’ words) compelling crucial dramatic excellent exceptional

exciting extraordinary ideal invaluable outstanding perfect

powerful remarkable superb surprising striking

undeniable unique unusual unprecedented unquestionably vital

Here are some examples of how these are used:







· This results in a cost-effective approach which significantly improves scalability. · We were able to demonstrate a striking difference between neonates at high and at low risk of atopy. · This work demonstrates that multimodel predictions can provide a more reliable estimate of uncertainty. 225

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· We describe not only neutral but also ionized systems with unprecedented accuracy. · The system described here enables fast and easy analysis of LRRC8 proteins. · The study provides a first step towards a better representation of southern African dust sources in dust emission models. · We achieved outstanding performance compared to similar catalysts reported in the literature. · The rapid, easy-to-perform mRNA-based method presented here is a robust approach to detect rare coding. · The system described here provides novel means to systematically study this in diseased tissues. · A straightforward analysis procedure is presented which enables accurate prediction. · The model is thus both realistic and flexible, taking advantage of both types of computational phantoms. · The analytical method described here removes the need for difficult and time consuming pre treatment. 4 CURRENT AND FUTURE WORK a/the need for at present currently encouraging fruitful promising urgent further work is needed future work/ studies should

holds promise possible direction research opportunities include… starting point the next stage we recommend we suggest worthwhile would be beneficial/ useful would be of interest

should be explored should be investigated should be replicated should be validated further work is planned* future work/studies will* is being investigated* work is (currently) underway* work is in progress*

*Note: These indicate that the writer is currently working on this; they are NOT suggestions for research by others, or invitations to other researchers.

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Here are some examples of how these are used:



















· Future studies should investigate whether reducing household air pollution may lead to improvement in cardiac morbidity. · Developing a model able to answer all these questions is an exciting challenge for future studies. · Future work should focus on a qualitative analysis of patient-reported benefits of group therapy. · Further work is in progress to determine whether a different drought response could help these trees to survive. · In the future, it would be of interest to develop a more efficient numerical method for simulating these system dynamics. · To support these findings, variations in cfDNA test performance should be investigated further. · Recommendations for future studies include an investigation of polysaccharide redundancy during cell wall assembly. · Work is currently underway to determine the extent of this genetic control. · Future research opportunities include improving the measurement of sustainability indicators. 5 APPLICATIONS/USE/APPLICABILITY/IMPLEMENTATION eventually in due course in future soon

to apply to enable to facilitate to generalise to generate to implement to lead to to operate/put into operation to produce to realise to serve as to use to utilise

applicable appropriate feasible operable practicable practical realistic suitable viable

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· The study provides evidence-based guidance for realistic public health recommendations. · The dissection protocol outlined here is appropriate for all long bone analyses including ex vivo imaging. · The approach presented here is also suitable for problems where structural information is incomplete. · The experimental paradigm outlined here could be used to evaluate future robotic social agents. · The proposed technique could be implemented widely within the bioprocess industry, including in the production of antibiotics. · Although it focuses on the specific case of supernovae, the concepts presented here are applicable to other astrophysical cases. · Our protocol will enable the transport and storage of samples, thereby facilitating mitochondrial function analysis of liver biopsies. · We see miR-CLIP as a broadly applicable approach that can be used in conjunction with others. · This work shows that low-cost air quality sensor networks are feasible for widespread use. · The data reported in this study could eventually lead to recommendations to guide optimal Clozapine use.

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4.5. Language and Writing Skills: Modal Verbs Section 4.5 deals only with modal verb usage that is relevant for STEMM research writing or formal academic writing. Modal verb usage in informal or spoken communication, such as the use of may for permission, is not included. To find out how reliable your current use of modal verbs is, match the modal verbs in Column A to their meanings in Column B. Most modal verbs can be used to communicate more than one meaning, so fill in the blank spaces with as many options as you can. COLUMN A

COLUMN B The model is able to predict a wide range of experimental data. = The model ___________ predict a wide range of experimental data.

1 should 2 must 3 can 4 may 5 could 6 need to 7 might 8 have to

It is possible that these interactions are the same for each species. = These interactions ___________ be the same for each species. The ratio is expected to remain constant if the expansion is uniform. = The ratio ___________ remain constant if the expansion is uniform. It is obvious that this is the result of direct collision between the electron and the nucleus. = This _________ be the result of direct collision between the electron and the nucleus. It is advisable to centrifuge the tubes before the experiment. = The tubes __________ be centrifuged before the experiment. It is necessary to centrifuge the tubes before the experiment. = The tubes _________ be centrifuged before the experiment. 229

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Now check your answers with this Key: The model is able to predict a wide range of experimental data. The model can/could predict a wide range of experimental data. It is possible that these interactions are the same for each species. These interactions may/might/could be the same for each species. The ratio is expected to remain constant if the expansion is uniform. The ratio should remain constant if the expansion is uniform. It is obvious that this is the result of direct collision between the electron and the nucleus. This must be the result of direct collision between the electron and the nucleus. It is advisable to centrifuge the tubes before the experiment. The tubes should be centrifuged before the experiment.

4.5.1 Using modal verbs in research writing  

 

It is necessary to centrifuge the tubes before the experiment. The tubes must/need to/have to be centrifuged before the experiment.

Science research is rarely conclusive; studies generally aim at achieving a high level of certainty rather than irrefutable proof. Modal verbs such as may, might, could, can, should, need to and must are used throughout the research article to express levels of certainty and commitment. They are used in the Introduction to offer hypotheses (could be due to…) and identify gaps (may provide valuable insight into…); in the Methods section to validate choices (this meant that we could measure …); and in the Results section to explain results (this might have been affected by…). In the Discussion section, modal verbs are used to perform a range of functions, for example to communicate the writer’s belief that something is a possible explanation, a potential application, an obvious interpretation, a recommended direction for future work, or a probable implication. Here are two short extracts from Discussion sections which show the prevalence of modal verbs: w

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… In the light of previous results this typical precipitation hardening behaviour, which allows tuning of the strength and ductility, can be explained by the formation and growth of κ carbides during ageing [17, 18, 21]. Due to their reportedly small size, which is of the order of several nanometres, the κ carbides could not be reliably detected or identified in the high throughput RAP OM observations conducted in this study. The darker particles visible in Fig. 5c might be linked to κ carbides. Extract from Rapid alloy prototyping: compositional and thermomechanical high throughput bulk combinatorial design of structural materials based on the example of 30Mn–1.2C–xAl triplex steelsp … Although it is unclear what effects this may have on the adjacent skeletal bone, the data suggest that there is direct communication with the hypothalamus, which could, in part, signal to impact bone remodeling. Understanding these earliest steps of HO will, for the first time, provide us novel targets for therapeutic intervention, which may ultimately lead to effective treatments. Finally, it is conceivable that such a mechanism could play a role in many other disease states, including neurofibromatosis and vascular calcification. Extract from Sensory nerve induced inflammation contributes to heterotopic ossificationr Using the appropriate modal verb in the appropriate tense is essential. Incorrect, inconsistent, indiscriminate or careless choices make the take-home message of the study unclear or ambiguous at this crucial point. If you write: The drop in pressure may have been caused by a crack in the pipe. you are offering a possible cause for the drop in pressure; perhaps it was caused by a crack in the pipe — and perhaps not. If you write: The drop in pressure must have been caused by a crack in the pipe. you are saying that you are certain that the drop in pressure was caused by a crack in the pipe, but you do not have evidence to prove it, perhaps because evidence is impossible to obtain, or because it is so obvious that you don’t need to provide evidence. 231

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Being certain that something is true and knowing that it is true are not the same. For example, we do not look at a clock and say I’m certain it is ten o’clock or It must be ten o’clock; we simply say it is ten o’clock. Interestingly, we only say It must be ten o’clock if we cannot see a clock — in other words, when we lack empirical evidence. Although must seems to give the verb more power, it also communicates an absence of proof because when we say we are ‘sure’ that something is true, we are also involuntarily communicating that we don’t actually know that it is true. The grammar and usage of modal verbs is complex and does not follow regular grammar rules. For example, most modal verbs have more than one meaning: should can mean either ‘advisable’ or ‘likely’. In addition some modal verbs change their meaning in the negative: He must go home and He has to go home both mean that it is essential or necessary that he goes home. However, He must not go home means that it is essential that he does not go home, whereas He does not have to go home means that it is not essential that he does go home. An analysis of current research writing suggests that using alternative structures, e.g. it is possible rather than it may, is becoming increasingly common, perhaps because of these complexities and the risk of communicating the wrong message. Therefore, in the examples below alternative structures with the same or similar meaning are given where possible. 1 ABLE Present Simple

CAN

Present CANNOT Simple negative

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The model can predict a wide range of experimental data. = The model is able to predict a wide range of experimental data. This system cannot identify other pathogenic bacteria. = This system is not able to identify other pathogenic bacteria.

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Past Simple

COULD

The algorithm could convert unstructured data into spreadsheet format. = The algorithm was able to convert unstructured data into spreadsheet format.

COULD HAVE

With a larger sample size, the method could have identified more infections. = With a larger sample size, the method would have been able to identify more infections.

COULD NOT The robot could not react dynamically to Past Simple (was not changes in the environment. negative able to) = The robot was not able to react dynamically to changes in the environment. COULD NOT Without this data, we could not have detected HAVE the contamination. (would not = Without this data, we would not have been have been able to detect the contamination. able to)











· If you’re not sure whether to use can or be able to, use be able to — it’s safer and less likely to be misinterpreted. · If you need the future tense, use will be able to: The model will eventually be able to predict a wide range of experimental data. · could means possible as well as able, so consider whether using could makes the meaning ambiguous. · could also refers to conditional/hypothetical ability: If there was a 100% uptake of the vaccine, this could (would be able to) prevent infection. · be capable of is an alternative to can/could in some contexts. 2 POSSIBLE/OPTIONAL Present Simple

MAY MIGHT COULD

These interactions may/could/might be the same for each species. = It is possible that these interactions are the same for each species.

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This intervention may/could/might lead to effective treatments. = It is possible that this intervention will lead to effective treatments. CAN

The method presented here can/could/ may be extended to other systems. = It is possible to extend the method presented here to other systems.

MAY NOT MIGHT NOT (but not COULD NOT or CANNOT; see page 236)

These interactions may not/might not be the same for each species. = It is possible that these interactions are not the same for each species.

Past Simple

MAY HAVE MIGHT HAVE COULD HAVE (but not CAN HAVE)

This response may have/might have/ could have caused the reduction in the noise level. = It is possible that this response caused the reduction in the noise level.

Past Simple negative

MAY NOT HAVE MIGHT NOT HAVE (but not COULD NOT HAVE or CANNOT HAVE; see page 236)

This response may not have/might not have caused the reduction in the noise level. = It is possible that this response did not cause the reduction in the noise level.

Present Simple negative

This intervention may not/might not lead to effective treatments. = It is possible that this intervention will not lead to effective treatments.



· The examples above show that in the Present Simple, may/might/could refer to future possibilities (It is possible that this intervention will lead to effective treatments) as well as current/permanent possibilities (It is possible that these interactions are the same for each species). w

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How to Write the Discussion



















· might is slightly weaker than may, and it is less common in research writing. · Don’t use may/might/could just to stay safe or cover your back — if you’re pretty sure about something and your results support your interpretation, upgrade to phrases such as highly likely/probable/ almost certain. · can is ambiguous and therefore risky. A sentence such as Particle formation can occur in the boundary layer could mean any of the following: Particle formation may [possibly] occur in the boundary layer. Particle formation is able to occur in the boundary layer. Particle formation sometimes occurs in the boundary layer.

 

















Where there is a potential ambiguity, replace can with one of these. · can is good for communicating options or choices: An X or a Y can be used = It is possible to use either an X or a Y. · can not does not mean the same as cannot! can not means possibly not in the same way as may not or might not. It is used in structures such as This can not only damage the sample, it may even destroy it completely. By contrast, cannot means impossible (see page 236). · could not, cannot have and could not have also mean impossible: This cannot be due to a change in pressure. (impossible) This could not be due to a change in pressure. (impossible) This cannot have been due to a change in pressure. (impossible) This could not have been due to a change in pressure. (impossible)

3 EXPECTED/LIKELY/PROBABLE Present Simple

SHOULD The ratio should remain constant if the expansion is uniform. = The ratio is expected to/is likely to/will probably remain constant if the expansion is uniform.

Present SHOULD The ratio should not change unless the expansion Simple NOT changes. negative = The ratio is not expected to/is not likely to/will probably not change unless the expansion changes. 235

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Past Simple

SHOULD Our data suggest that the decrease should have HAVE occurred during the first year. = Our data suggest that the decrease was expected to occur during the first year.

Past SHOULD Our data suggest that corrosion should not have Simple NOT occurred for at least two years. negative HAVE = Our data suggest that corrosion was not expected to occur for at least two years.







· should have often refers to something that didn’t happen, whereas should not have often refers to something that did happen. · was likely/probable and was not likely/probable do not refer to whether something did or did not happen; they refer to the level of certainty about a past event. · ought to is the same as should, but it is becoming less common in science writing, so examples are not given. 4 OBVIOUS/IMPOSSIBLE MUST HAVE TO

This must be the result of direct collision between the electron and the nucleus. = It is obvious that this is the result of direct collision between the electron and the nucleus.

Present CANNOT Simple negative

This cannot be a result of direct collision between the electron and the nucleus. = It is impossible that this is the result of direct collision between the electron and the nucleus.

Present Simple

Past Simple

MUST HAVE This effect must have been due to the increased rate of synthesis. = It is obvious that this effect was due to the increased rate of synthesis.

Past CANNOT Simple HAVE negative COULD NOT HAVE w

This effect cannot have been/could not have been due to the increased rate of synthesis. = It is impossible that this effect was due to the increased rate of synthesis.

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· OBVIOUS/IMPOSSIBLE modals are used when you mean that no other explanation is possible. · must not means not allowed, it doesn’t mean impossible. · have to is only used in spoken communication. To understand the difference between POSSIBLY, PROBABLY and OBVIOUS/ IMPOSSIBLE, imagine that it normally takes a colleague about 20 minutes to walk home from the lab. Has she arrived home yet? Well, without checking, if she left the lab 18 minutes ago, she may/might/could be home by now (possibly), if she left 30 minutes ago, she should be home by now (probably), if she left 50 minutes ago, she must be home by now (obviously), …but if she left only 5 minutes ago she cannot be home yet (impossible). 5 ADVISABLE/RECOMMENDED Present Simple

SHOULD The tubes should be centrifuged before the experiment. = It is advisable to centrifuge the tubes before the experiment.

Present SHOULD The tubes should not be centrifuged before the Simple NOT experiment. negative = It is not advisable to centrifuge the tubes before the experiment. Past Simple

SHOULD We later realised that the samples should have HAVE been diluted with water. = We later realised that it would have been advisable/a good idea to dilute the samples with water.

Past SHOULD The samples should not have been diluted with Simple NOT water. negative HAVE = We later realised that it was not advisable/not a good idea to dilute the samples with water.

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· should have often refers to something that didn’t happen, and should not have often refers to something that did happen. · ought to is the same as should, but it is becoming less common in science writing, so examples have not been given. We see from the above that should has two completely different meanings. It can be used to communicate that something is EXPECTED/LIKELY/PROBABLE and it can also be used to communicate that something is ADVISABLE/ RECOMMENDED. Here are some examples of each — can you separate them into EXPECTED/LIKELY/PROBABLE and ADVISABLE/RECOMMENDED?



























 1. Each phial of cells should only be used once.  2. Vegetation productivity in tundra should increase if shrubs become more abundant.  3. To avoid errors, the calibrated hygrometers should be kept at a particular humidity.  4. Theorem 1 should not be used unless it is apparent that the conventional assumptions are invalid.  5. This data should improve the accuracy of geophysical parameter estimation techniques.  6. If extraction of the plasma cannot be performed immediately, the sample should be stored in a deep-freeze.  7. An oil with added antioxidant should be used to prevent rancidity.  8. The introduction of carbon nanotubes as a structure element in nanocomposites should improve the material properties.  9. Very alkaline soils should be washed thoroughly before using them for analysis. 10. This data suggests that the birth rate should remain close to 50/1000 for the rest of the 20th century. 11. The bias is the same for all groups, and therefore should not change the statistical results. 12. Graphical passwords should only be used with handheld devices. 13. All final solutions should be filtered through a fine-grain paper.

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6 NECESSARY/ESSENTIAL Present Simple

MUST NEED TO HAVE TO

The tubes must/need to/have to be centrifuged before the experiment. = It is necessary to centrifuge the tubes before the experiment.

Present Simple negative

DO NOT NEED TO DO NOT HAVE TO NEED NOT

The tubes do not need to/do not have to/need not be centrifuged before the experiment. = It is not necessary to centrifuge the tubes before the experiment.

Past Simple

NEEDED TO HAD TO

We found that the samples needed to/ had to be diluted with water. = We found that it was necessary to dilute the samples with water.

Past Simple negative

DID NOT NEED TO NEED NOT HAVE DID NOT HAVE TO

We found that the samples did not need to be/did not have to be/need not have been diluted with water. = We found that it was not necessary to dilute the samples with water.

4.5.2 Modal sentences exercise  

 







· must not means not allowed, it doesn’t mean not necessary. · did not need to usually means it wasn’t necessary, and we didn’t do it, whereas need not have usually means it wasn’t necessary but we did do it. · did not have to is less common in formal science research writing.

Rewrite these sentences using could, must, may, have to, should, can, might or need to in the appropriate tense. 

 1.  This software is capable of distinguishing between different viruses. This software _____________________________________________ 

 2.  It is possible that the fall in pressure was due to a gas leak. The fall in pressure _________________________________________

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 3.  It is essential to disconnect the equipment during repairs.    The equipment _____________________________________________ 

 4.  This material will probably remain stable if it is kept below 30°C. This material ______________________________________________ 

 5.  It is impossible that the contamination was caused by the presence of salt. The contamination _________________________________________ 

 6.  Children are not able to use symbols to represent objects until the age of 18 months.    Children __________________________________________________ 

 7.  It is possible that using a rubber seal will not prevent contamination. Using a rubber seal _________________________________________ 

 8.  The use of antioxidant compounds is not advised. Antioxidant compounds _____________________________________ 

 9.  This material is not likely to decompose if it is kept below 30°C. This material ______________________________________________ 

10.  It was obvious that the bicarbonate was produced by the mineralisation of carbon.    The bicarbonate ___________________________________________ 

11.  We realised later that it was not necessary to expose the composite to heat. We realised later that the composite ___________________________

4.5.3 Key  

 



12.  If we had extended the time period, it would have been possible to produce more crystals.    If we had extended the time period, we _________________________











 1. This software can distinguish between different viruses.  2. The fall in pressure may have been/might have been/could have been due to a gas leak.  3. The equipment must be disconnected during repairs.  4. This material should remain stable if it is kept below 30°C.  5. The contamination cannot have been/could not have been caused by the presence of salt.

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 6. Children cannot use symbols to represent objects until the age of 18 months.  7. Using a rubber seal may not/might not prevent contamination.  8. Antioxidant compounds should not be used.  9. This material should not decompose if it is kept below 30°C. 10. The bicarbonate must have been produced by the mineralization of carbon. 11. We realised later that the composite need not have been/did not have to be/did not need to be exposed to heat. 12. If we had extended the time period, we could have produced more crystals.

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Science Research Writing

4.6. Summary Discussion Exercise

Analyse the Discussion sections of your target research articles to determine all of the following:























· The function of the first sentence. · The extent to which the structure corresponds to or deviates from the generic Discussion model on page 208. · The amount and location of background factual information in the Present Simple tense. · The proportion of the Discussion that repeats/revisits the results. · Whether the method is revisited in detail. · Whether there is a clear link between the aim/gap stated in the Introduction and the achievement of the study. · The use of ‘happy’ language to explicitly identify the value/achievement of the study. · Whether there is a clear link between the literature/knowledge presented in the Introduction and the contribution of the study to that literature/knowledge. · The number of citation references that map the study onto the existing literature/knowledge. · The use of risk-reducing language, including modals such as may. · The extent to which limitations, weaknesses and discrepancies are mentioned, the location of these, and the language used.

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UNIT 5 How to Write the Conclusion

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TITLE ABSTRACT INTRODUCTION

METHODS

RESULTS

DISCUSSION CONCLUSION*

*Some journals call this section CONCLUSION and others call it CONCLUSIONS but this does not seem to reflect the number of conclusions that are drawn. w

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In some journals, the Conclusion section occurs as the last one or two paragraphs of the Discussion; in most it is a separate section. At the beginning of Unit 3, four structural options were set out for the way research articles are subdivided. The following table provides details of typical Conclusion sections for each of these four scenarios: SUBTITLES Option 1

SUBTITLES Option 2

SUBTITLES Option 3

SUBTITLES Option 4

Results

Results

Results

Discussion

Discussion

Results and Discussion

Conclusion/s

Ø

Conclusion/s

Conclusion/s

There is a separate Conclusion section of 1-2 short paragraphs

The last 1-2 paragraphs of the Discussion section are similar in form and content to a Conclusion section

There is a separate Conclusion section of 1-2 short paragraphs

There may be a long Conclusion section that is initially similar in form and content to a Discussion section and which ends with 1-2 paragraphs that are similar in form and content to a Conclusion section

Ø

With the exception of Option 4, the Conclusion section averages 100–200 words in total and is usually comprised of one or two fairly short paragraphs, even occasionally including bullet points. However, the length of the Conclusion varies across different disciplines and in different journals within each discipline, so it is worth averaging the number of words in the Conclusion in your target articles as a guide. The Conclusion section may contain content that overlaps with previous sections, particularly the Abstract, Introduction and Discussion. There is also some overlap with new features that are emerging in some journals, such as Synopsis and Highlights. However, the function of the Conclusion is different from all of these, and goes beyond either repetition or summary. Reviewers, editors and readers view the Conclusion as a key section that will deliver a clear take-home message focused on the outcome and impact of the study, and this expectation should be met in full by the writer.

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5.1. Building a Model List the sentence functions in the six Conclusion sections below using the reverse-engineering approach in Units 1-4, and then compare your list with the GENERIC CONCLUSIONS MODEL in Section 5.2. In the first two examples, clues to the sentence functions in the Conclusion have been highlighted in bold. In some cases, the verb is highlighted simply to draw attention to the verb tense. Each Conclusion section is preceded by the Abstract of that paper and, where relevant, the Synopsis or Highlights, to help you see how these differ from the Conclusion section, and to emphasise that the Abstract should not be used as the primary source material for the Conclusion. 1 Global analysis of protein tyrosine phosphatase activity with ultrasensitive fluorescent probest Synopsis Protein tyrosine phosphatases (PTPs) consist of a large family of enzymes regulating virtually all aspects of cellular processes. This paper describes the development of activity-based chemical probes for global profiling the entire PTP family on the basis of phosphatase activity, which should yield new functional insights into pathways regulated by PTPs and contribute to the discovery of PTPs as novel therapeutic targets.

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Abstract Protein tyrosine phosphatases (PTPs) consist of a large family of enzymes known to play important roles in controlling virtually all aspects of cellular processes. However, assigning functional significance of PTPs in normal physiology and in diseases remains a major challenge in cell signaling. Since the function of a PTP is directly associated with its intrinsic activity, which is subject to posttranslational regulation, new tools are needed to monitor the dynamic activities of PTPs, rather than mere abundance, on a global scale within the physiologically relevant environment of cells. To meet this objective, we report the synthesis and characterization of two rhodamine-conjugated probes that covalently label the active site of the PTPs in an activity-dependent manner, thus providing a direct readout of PTP activity and superior sensitivity, robustness, and quantifiability to previously reported biotinylated probes. We present evidence that the fluorescent probes can be used to identify new PTP markers and targets for potential diagnosis and treatment of human diseases. We also show that the fluorescent probes are capable of monitoring H 2O 2-mediated PTP inactivation, which should facilitate the study of regulated H2O2 production as a new tier of control over tyrosine phosphorylation-dependent signal transduction. The ability to profile the entire PTP family on the basis of changes in their activity is expected to yield new functional insights into pathways regulated by PTPs and contribute to the discovery of PTPs as novel therapeutic targets Protein tyrosine phosphatases (PTPs) consist of a large family of enzymes known to play important roles in controlling virtually all aspects of cellular processes. However, assigning functional significance of PTPs in normal physiology and in diseases remains a major challenge in cell signaling. Since the function of a PTP is directly associated with its intrinsic activity, which is subject to post-translational regulation, new tools are needed to monitor the dynamic activities of PTPs, rather than mere abundance, on a global scale within the physiologically relevant environment of cells. To meet this objective, we report the synthesis and characterization of two rhodamine-conjugated probes that covalently label the active site of the PTPs in an activity-dependent manner, thus providing a direct readout of PTP activity and superior sensitivity, robustness, and quantifiability to previously reported biotinylated probes. We present evidence that the fluorescent probes can be used to identify new PTP

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markers and targets for potential diagnosis and treatment of human diseases. We also show that the fluorescent probes are capable of monitoring H2O2mediated PTP inactivation, which should facilitate the study of regulated H2O2 production as a new tier of control over tyrosine phosphorylation-dependent signal transduction. The ability to profile the entire PTP family on the basis of changes in their activity is expected to yield new functional insights into pathways regulated by PTPs and contribute to the discovery of PTPs as novel therapeutic targets. Conclusions We have synthesized and characterized two fluorescent rhodamine-containing PTP probes that are highly sensitive for direct in-gel visualization of PTP activity. Kinetic analyses suggest that these probes are active site directed and inactivate a broad range of PTPs in a time- and concentration-dependent fashion. Direct in-gel fluorescence scanning indicates that the fluorescent probes form a covalent adduct with the PTPs and the amount of labeling correlates with PTP activity. As expected, the fluorescent probes can detect on the order of 100 attomole of rhodamine-labeled PTP, a detection limit nearly 3 orders of magnitude more sensitive than that of the biotin-conjugated probes. Moreover, the fluorescent probes also exhibit extremely high selectivity toward PTPs while remaining inert to other proteins. Thus, the rhodamine-containing probes provide superior sensitivity, quantifiability, and throughput for activity-based PTP profiling. Initial proof-of-concept experiments show that the fluorescent probes are capable of monitoring simultaneously the activity levels of PTPs at the whole proteome level and that the activity profiles of PTPs are significantly different among a panel of human cancer cell lines. This highlights the potential to use the fluorescent probes to identify new PTP markers and targets for the diagnosis and treatment of human diseases. Finally, it is shown that the fluorescent probes are capable of monitoring H2O2-mediated PTP inactivation, which should facilitate the study of regulated H2O2 production as a new tier of control over tyrosine phosphorylation-dependent signal transduction. Further application of the activity-based fluorescent probes will accelerate global characterization of PTPs, thereby increasing our understanding of PTPs in cell signaling and in diseases. w

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2 Rate law analysis of water oxidation on a hematite surfaceu

Abstract Water oxidation is a key chemical reaction, central to both biological photosynthesis and artificial solar fuel synthesis strategies. Despite recent progress on the structure of the natural catalytic site, and on inorganic catalyst function, determining the mechanistic details of this multiredox reaction remains a significant challenge. We report herein a rate law analysis of the order of water oxidation as a function of surface hole density on a hematite photoanode employing photoinduced absorption spectroscopy. Our study reveals a transition from a slow, first order reaction at low accumulated hole density to a faster, third order mechanism once the surface hole density is sufficient to enable the oxidation of nearest neighbor metal atoms. This study thus provides direct evidence for the multihole catalysis of water oxidation by hematite, and demonstrates the hole accumulation level required to achieve this, leading to key insights both for reaction mechanism and strategies to enhance function. Conclusion The rate order of the water oxidation reaction has been investigated on hematite photoanodes by photoinduced absorption of accumulated holes and photocurrent densities recorded simultaneously. A transition from first order to third order in photogenerated holes has been identified when a sufficient density of holes is accumulated at the semiconductor-electrolyte 249

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ff

ff

fi

fi

interface to oxidize two nearest neighbor surface metal atoms. This transition was con rmed by agreement between three di erent analyses. The third order reaction is rationalized by considering the rate-limiting formation of an intermediate, which requires the incorporation of three holes. It is argued that* this rate law is consistent with reaction mechanisms based on recent observations of intermediates involving oxygen−oxygen bond formation during the oxygen evolution reaction on other metal oxide surfaces. This study clearly demonstrates the ability of a metal oxide semiconductor surface, such as hematite, to drive a multihole reaction, but also highlights the modest catalytic properties of this surface. Our ndings will help to tailor the design of metal oxide anodes and photoanodes for water oxidation with regards to achieving high localized hole concentration, and the need for cocatalysts to enhance function. Further work is currently in progress with di erent materials and overlayers to determine their function and abilities to catalyze this complex but fascinating reaction. *It’s likely that the authors are referring to themselves, i.e. We argue that, but the sentence could mean It is argued by others that…

3 Performance of structural concrete with recycled plastic waste as a partial replacement for sandv Abstract Environmental concerns arising from the over-dredging of sand have led to restrictions on its extraction across India, with direct economic impacts on concrete construction. A suitable environmentally friendly alternative to sand must be found to match the huge demand from the concrete construction industry. At the same time, waste plastic is rarely recycled in India, with as much as 40% left in landfill. The dumping of such materials which degrade at extremely low rates meaning they persist in the environment is a long-term environmental concern. To tackle both issues, it is proposed to process waste plastic to create a partial replacement for fine sand in a novel mix for structural concrete. In this

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paper eleven new concrete mixes are evaluated to study five plastic material compositions, three groups of particle sizes, three different aspect ratios, and two chemical treatments and establish an appropriate choice of material to act as partial replacement for sand. The results show that replacing 10% sand by volume with recycled plastic is a viable proposition that has the potential to save 820 million tonnes of sand every year. Through suitable mix design the structural performance of concrete with plastic waste can be maintained. This preliminary work was supported through funding from the British Council under the UKIERI (United Kingdom India Educational Research Initiative) programme for the project ‘Development of structural concrete with the help of plastic waste as partial replacement for sand’. Conclusions This paper has demonstrated the potential for using recycled waste plastic in structural concrete mixes. At a replacement ratio of 10% by volume, this has the potential to save 820 millions tonnes of sand every year from being used in concrete mixes [1]. This is equivalent to approximately 5% of total global annual sand consumption. A further benefit is to add value to waste plastic, helping to reduce the volumes sent to landfill in some countries. A reduction in sand demand from the construction industry would further support efforts to limit the effects of sand dredging in countries such as India and China, where significant sand volumes are extracted every year. It is generally seen that substituting plastic into a concrete mix causes a decrease in compressive and tensile strength due to the poor bond between the plastic and surrounding matrix. Since failure in concrete propagates in tension, the poor bond around plastic particles leads to a reduced compressive and tensile strength. The use of a graded PET plastic matched to the size of the sand particles it replaces, and at a replacement of 10% by volume, gave the most promising overall performance. This material is furthermore cost effective to produce and comes widely available as a waste material in many markets. This paper has shown that simply shredding a PET material is sufficient processing to provide a viable alternative to sand. Testing different forms of plastic has demonstrated that the most efficient plastic aggregate used in a concrete mix should have a rough surface, be 251

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irregular in shape, and be sufficiently small so as to not create a significant failure surface, but also be graded similar to the sand it replaces. The results indicate that through appropriate mix design reductions in strength can be minimised to acceptable levels.

4 The oxidative corrosion of carbide inclusions at the surface of uranium metal during exposure to water vapourd Abstract The reaction between uranium and water vapour has been well investigated, however discrepancies exist between the described kinetic laws, pressure dependence of the reaction rate constant and activation energies. Here this problem is looked at by examining the influence of impurities in the form of carbide inclusions on the reaction. Samples of uranium containing 600 ppm carbon were analysed during and after exposure to water vapour at 19 mbar pressure, in an environmental scanning electron microscope (ESEM) system. After water exposure, samples were analysed using secondary ion mass spectrometry (SIMS), focused ion beam (FIB) imaging and sectioning and transmission electron microscopy (TEM) with X-ray diffraction (micro-XRD). The results of the current study indicate that carbide particles on the surface of uranium readily react with water vapour to form voluminous UO3·xH2O growths at rates significantly faster than that of the metal. The observation may also have implications for previous experimental studies of uranium–water interactions, where the presence of differing levels of undetected carbide may partly account for the discrepancies observed between datasets. Highlights High resolution imagery (FIB, SEM and SIMS) of carbide inclusions in uranium metal. ► Real time images following the reaction of the carbide inclusions with water vapour. ► Shown preferential consumption of carbide over that of the bulk metal. ► Quantity of impurities in the metal therefore seriously influence reaction rate. ► Metal purity must be considered when storing uranium in air or moist conditions.

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Conclusions Examination of cast α-uranium surfaces after exposure to water vapour in an ESEM instrument at 19 mbar and 20 °C indicated surface corrosion had occurred, with secondary growths determined to be UO3·H2O (metaschoepite) forming at carbide inclusions across the surface. Over the period of a week the growths were observed to increase in size, consuming only the carbide particles and not the surrounding metal. In some cases complete decomposition of the surface carbides was observed. From the results of the current study it is apparent that the carbide particles reacted more readily with the water vapour than the metal. Resultantly it is suggested that disparities between previous studies of the uranium–water reaction may be attributable to differential purities of uranium metal used by different research groups, with resultantly different populations of carbide particles.

 

5 Measurement and modeling of the phase behavior of the (carbon dioxide + water) mixture at temperatures from 298.15 K to 448.15 Kw Abstract An analytical apparatus has been designed to study the phase behavior of fluid mixtures of relevance to CO2-enhanced oil recovery and carbon dioxide storage in deep aquifers or depleted oil fields. The fluid phases are circulated by means of a dual-channel magnetically-coupled pump and aliquots may be withdrawn from the re-circulation loops, by means of high-pressure sampling valves, for analysis by gas chromatography. The high-pressure cell is fitted with a special probe that may be rotated in order to draw liquid into the recirculation loop from different heights within the cell, thereby permitting the study of three-phase vapor–liquid–liquid equilibria. The working temperature range of the apparatus is from (298 to 448) K and the maximum working pressure is 50 MPa. In this work, measurements have been made on the binary system (CO2 + H2O) at temperatures from (298.15 to 448.15) K and pressure from

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(1.5 to 18.0) MPa, and the results are compared with the available literature data. Vapor–liquid–liquid and liquid–liquid equilibrium points were also measured at T = 298.15 K. Standard uncertainties were 0.04 K for temperature, 0.04% of reading for pressure, and typically 3 × 10−4 and 8 × 10−4 for the mole fractions in liquid and vapor phases respectively. The results have been correlated by means of an asymmetric approach based on the Peng–Robinson equation of state, for the vapor phase, and an extended form of Henry’s law incorporating the NRTL solution model, for the aqueous liquid-phase. The ability of the Krichevsky– Kasarnovsky (KK) approach to correlate the data has also been evaluated. Graphical abstract

Highlights ► An analytical apparatus has been designed and commissioned for high T and p phase behavior measurements. ► Measurements have been made on CO2 + H2O at temperatures from (298.15 to 448.15) K and pressures from (1.5 to 18.0) MPa. ► The measured data have been correlated by means of an asymmetric approach. ► The Krichevsky–Kasarnovsky approach and Duan’s correlation model are also evaluated.

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Conclusions The phase behavior of (CO2 + H2O) was measured at temperature from 298.15 K to 448.15 K, and at pressures up to 18 MPa. The experimental results are compared comprehensively with literature data and found to agree with those literature sources identified in earlier reviews as being of the highest reliability. Our results fill key gaps in terms of accurate and high-quality data at high temperature and pressure, and pave the way for measurements on (CO2 + brine) systems. The results are modeled accurately with a γ−ϕ approach incorporating the Peng–Robinson EoS with the classical mixing rules for the vapor phase, and an extended form of Henry’s law with the NRTL solution model and a Poynting correction for the liquid phase. The Krichevsky– Kasarnovsky (KK) (simplified γ−ϕ approach) was also studied as well as the empirical correlation of Duan et al. Both were found to have significant deficiencies for this system.

6 Computer-controlled stimulation for functional magnetic resonance imaging studies of the neonatal olfactory systemx Abstract Aim: Olfactory sensation is highly functional early in human neonatal life, with studies suggesting that odours can influence behaviour and infant–mother bonding. Due to its good spatial properties, blood oxygen level–dependent (BOLD) contrast functional magnetic resonance imaging (fMRI) has the potential to rapidly advance our understanding of the neural activity which underlies the development of olfactory perception in this key period. We aimed to design an ‘olfactometer’ specifically for use with neonatal subjects for fMRI studies of odour perception. Methods: We describe a fully automated and programmable, fMRI compatible system capable of presenting odorant liquids. To prevent contamination of the system and minimize between-subject infective risk, the majority of the olfactometer is constructed from single-use, readily available clinical equipment. The system was used to present the odour of infant formula milk

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in a validation group of seven neonatal subjects at term equivalent postmenstrual age (median age 40 weeks). Results: A safe, reliable and reproducible pattern of stimulation was delivered leading to well-localized positive BOLD functional responses in the piriform cortex, amygdala, thalamus, insular cortex and cerebellum. Conclusions: The described system is therefore suitable for detailed studies of the ontology of olfactory sensation and perception during early human brain development. Key notes







·  Ofaction is important in early life, but the anatomical substrates of the underlying neural activity are poorly understood. ·  We describe a fully automated and safe system for fMRI studies of olfaction in neonatal subjects. ·  Functional activation can be identified with fMRI in the primary olfactory areas in the neonatal brain. Conclusions We have designed, constructed and implemented a fully automated and programmable olfactometer specifically for fMRI studies of neonatal subjects. The described system is safe, has been designed to minimize infective risks and produces a reproducible but flexible pattern of olfactory stimulation. The system was found to induce a well-localized pattern of positive BOLD functional activity in the primary olfactory areas of seven neonatal subjects at term equivalent PMA. These data suggest that fMRI now offers the opportunity to investigate the ontogeny of olfaction in the human newborn with millimetre-scale precision, and to address specific hypotheses concerning the development of mature olfactory responses.

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5.2. Testing and Adjusting the Model In the Conclusion sections in this Unit, how many examples did you find of sentences, parts of sentences, or language that communicate or recall the components in the Conclusions model below? GENERIC CONCLUSIONS MODEL 1 WHAT IS IN THE PAPER 2 WHAT THE PAPER/STUDY HAS ACHIEVED 3 RELEVANT BACKGROUND INFORMATION 4 THE GAP/AIM/NEED FOR THE STUDY 5 THE METHOD/APPROACH 6 KEY RESULTS WITH EVALUATIVE COMMENTS 7 IMPLICATIONS OF THE RESULTS 8 POTENTIAL OR ACTUAL LIMITATIONS 9 POTENTIAL OR ACTUAL APPLICATIONS 10 HOW THE STUDY ADVANCES KNOWLEDGE 11 POTENTIAL FUTURE DIRECTIONS FOR RESEARCH Map components 1–11 onto the Conclusion sections of your target articles to see where they are similar to or different from the six Conclusion sections in this Unit. Your analysis should consider the order in which the components typically occur, and what proportion of the Conclusion section deals with each component.

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5.3. Useful Words and Phrases Language suggestions for all the components of the Conclusions have appeared in previous Units. For example:

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what is in the paper what the paper/study has achieved relevant background information the gap/aim/need for the study the method or approach key results with evaluative comments implications of the results potential or actual limitations potential or actual applications how the study advances knowledge potential future directions for research

























 1.  2.  3.  4.  5.  6.  7.  8.  9. 10. 11.

see Units 1 and 2 see Unit 4 all Units see Unit 1 see Units 2 and 3 see Units 2 and 3 see Unit 3 see Units 2 and 3 see Unit 4 see Unit 4 see Unit 4

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5.4.1 Verb tense in the Conclusion  

 

5.4. Language and Writing Skills

In the Conclusion section, the Present Simple and Present Perfect tenses are commonly used to state what is in the paper, what is implied by the results, and what has been achieved in the study:



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· We have synthesized and characterized two fluorescent rhodaminecontaining PTP probes… · It is argued that this rate law is consistent with reaction mechanisms based on recent observations… · This long-standing problem is solved by combining micron-sized and nano-sized tougheners in a synergistic manner. · The rate order of the water oxidation reaction has been investigated on hematite photoanodes by… · In the present paper, some shortcomings of the concept of cross-section classification have been highlighted, and, as an alternative treatment, the continuous strength method has been introduced. · The level of enhancement in resistance offered by the continuous strength method over conventional design methods for steel structures has been found to be approximately… · Finally, it is shown that the fluorescent probes are capable of monitoring… · Our results fill key gaps in terms of accurate and high-quality data at high temperature and pressure, and pave the way for measurements on (CO2 + brine) systems. · We have designed, constructed and implemented a fully automated and programmable olfactometer speci cally for fMRI studies of neonatal subjects. · The described system is safe, has been designed to minimize infective risks and produces a reproducible but flexible pattern of olfactory stimulation.

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The Past Simple tense is less common, but is sometimes used to repeat key aspects of the method or key results:

5.4.2 Owning your contribution  

 









· The phase behavior of (CO2 + H2O) was measured at temperature from 298.15 K to 448.15 K,… · Damage accumulation evolved slowly at lower strains, but continued at a rapid rate immediately prior to fracture, which is a typical ductile fracture characterized by dimples. · In some cases complete decomposition of the surface carbides was observed. · The system was found to induce a well-localized pattern of…

Identifying your own contribution in the Conclusion is not straightforward and requires you to be explicit and unambiguous. Writers sometimes incorrectly assume that it is obvious which sentences present their own contribution. This assumption has two sources: (1) a belief that the reader has read the rest of the paper before reading the Conclusion; and (2) the writer’s own familiarity with the project and its conclusions. Most readers do not read the entire paper before reading the Conclusion. In the same way that the readers of a murder mystery may jump to the last page in order to discover who committed the murder, readers of research articles may jump to the Conclusion section at some point to discover where the text is going. Moving directly to the Conclusion before reading the rest of the article may help the reader process the intervening information more effectively, or it may be an end in itself, i.e. the reader does not intend to read the intervening sections. Some readers jump to the Conclusion directly from the Abstract, or even from the title. Note, however, that even if the reader has read the entire paper up to the Conclusion, it is not safe to assume that they retain all the information in earlier sections with perfect accuracy. The writer’s own familiarity with the content is also a risk factor. This familiarity has been shared with colleagues on a day-to-day basis for the duration of the research project and extends into the writing period, blinding the writers to potential ambiguity and the need to be more explicit. w

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If you and your colleagues understand what you have written, it may not seem necessary to make things clearer — you may even feel that it appears condescending or patronising. However, sentences with a non-human grammatical subject and a verb in the Present Simple tense, such as:



Kinetic analyses suggest that these probes are active site directed and inactivate a broad range of PTPs in a time- and concentrationdependent fashion. Direct in-gel fluorescence scanning indicates that the fluorescent probes form a covalent adduct with the PTPs. contain nothing to tell the reader that these are in fact conclusions from this study. The sentences could easily be presenting relevant background information or the gap/aim/need for the study, both of which sometimes occur in the Conclusion (see Section 5.2). Readers do not read forensically; they read fast, and a fast reading of such sentences risks loss of ownership at this critical point. In the Conclusion sections above, writers can avoid ambiguity by using one or more of the following:









· · · ·

the Past Simple or Present Perfect the active rather than the passive a human grammatical subject explicit sentence start-up or language that explicitly refers to the paper or study



Here are some examples of the above four points:

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· We have synthesized and characterized two fluorescent rhodaminecontaining PTP probes that are highly sensitive for direct in-gel visualization of PTP activity. · Examination of cast α-uranium surfaces after exposure to water vapour in an ESEM instrument at 19 mbar and 20 °C indicated that surface corrosion had occurred,… · This transition was con rmed by agreement between three di erent analyses. · Finally, it is shown here that the fluorescent probes are capable of monitoring H2O2-mediated PTP inactivation,… 261

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· This study clearly demonstrates the ability of a metal oxide semiconductor surface, such as hematite, to drive a multihole reaction,… · In the present paper, some shortcomings of the concept of cross-section classi cation have been highlighted, and, as an alternative treatment, the continuous strength method has been introduced. · From the results of the current study it is apparent that the carbide particles reacted more readily with the water vapour than the metal.

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TITLE ABSTRACT INTRODUCTION

METHOD

RESULTS

DISCUSSION CONCLUSION*

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The Abstract is a high-stakes document: many more people will read the Abstract — or briefly look at it — than the whole paper. A good Abstract enhances the visibility of the study, whereas a poor Abstract may result in the study being overlooked. Abstract writing has changed significantly in recent years and is continuing to evolve alongside developments and changes in research communication. Internet reading means that the Abstract is no longer designed to be read as a prelude or an adjunct to the research article; it is typically read in isolation and has to function as a standalone, independent text that will be accessed by readers who are reading it for a wide range of reasons. Some readers simply want to know what is currently going on in a given research area and may not be interested in technical details; others may be experts in the field who want to know details but are only interested in studies which are directly relevant to their own project. Readers may have just one specific reason for reading an Abstract, for example, they may only want to check that their own current or planned project has not already been covered by another research group. Another possibility is that the reader may only want to know the applications of the study; for example, in medicine, treatment decisions are sometimes made on the basis of the Abstract alone. Over 3 million research articles are published annually, creating an environment in which studies compete for attention online as readers scroll through titles and Abstracts. However, writing guidelines are sometimes inconsistent or confusing, for example, the suggestion that the Abstract should ‘include all relevant information while being concise’. In other cases, the advice is too vague; a recommendation to write ‘clearly’ or ‘coherently’ needs to be backed up with practical details of how to do so. Writers always understand what they have written and therefore believe it to be clear, but a very high level of clarity and coherence are required by the reader who is looking at several Abstracts in quick succession.

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6.1.1 Clarity and coherence  

 

6.1. Guidelines for the Abstract

Clarity and coherence can be improved by:



 











· explicitly identifying your own contribution. Your familiarity with the study makes it harder to see potential ambiguity in the Abstract, and this is particularly significant in terms of identifying your own contribution. When the verb is in the Present Simple tense there is a risk that the information will seem to be well known, whereas it may in fact be a description of your results. A phrase like theoretical modelling suggests that… may refer to established knowledge or it may refer to the content and contribution of the research article. To avoid ambiguity, consider: 1. using the Past Simple or Present Perfect tense: Analysis shows concordance for 74% of mutation calls (unclear who carried out the analysis) vs. Analysis showed concordance for 74% of mutation calls (it was the authors who carried out the analysis). 2. using the active (we) rather than the passive. 3. beginning the sentence with phrases such as It is known that/It has been previously demonstrated that or In this study/Here. The strict word limit in the Abstract means that you may be tempted to omit such phrases, but your aim is not to make it possible for the reader to understand the Abstract; it is to make it impossible for the reader not to understand the Abstract AND identify your contribution. · avoiding referencing ambiguity. The referent of words like it, which or this may be obvious to you but unclear to your reader. If there is a potential for ambiguity, follow a word like this with the appropriate noun or repeat the noun/phrase. As you will see in Abstract 4 (Section 6.2.1), to avoid ambiguity the phrase the hybrid method is repeated no less than four times within a 140-word Abstract. · using consistent language. If something is described as an approach, it should not suddenly become a scheme; similarly, a scheme should not suddenly become a framework, a model should not suddenly become a method, and a tool should not suddenly become a device. This blurs the identity of what you are offering, and also makes the Abstract difficult to follow. w

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· using the sentence start-up techniques described in Unit 1 to create a strong, reader-friendly narrative. · keeping sentence length short. Sentences with fewer than 20 words are understood by 90% of readers at first reading; those with more than 40 words are understood by 10% of readers at first reading. The average sentence length in the 18 Abstracts (Section 6.2) is 22. How long should the Abstract be? Averaging the number of words in the Abstracts of your target journals will give you a rough idea. Most are between 80–250 words and are written as a single paragraph. The word limit is not a target. Because the Abstract is such a high-stakes text there is a temptation to overload it with information, but filling up the space to the maximum permitted number of words irrespective of relevance or narrative coherence makes the take-home message of the study unclear. The Abstract does not have to summarise the whole paper. As tempting as it is to include all the various achievements of the study in the Abstract, this scatters the impact, and readers may actually fail to spot the central value or contribution. Prioritise the central achievement or contribution and signal it explicitly to the reader. When should I write the Abstract? The Abstract is normally created after the rest of the writing is finished. There are a number of reasons for this:







1. If the Abstract is written too early there is a risk that it will not be consistent with the content of the paper or contain information that is not in the final version of the paper. Papers are often changed or updated just before submission, so if the Abstract has already been written it should be reviewed, and if necessary, modified or refocused before submission. 2. The content, style and length of the Abstract depend on where you plan to submit it, and that decision may be taken late in the writing process. Last-minute cutting and pasting to rejig an Abstract so that it conforms to a fresh set of submission guidelines risks loss of coherence. 3. The Abstract derives from the paper, not the other away around, therefore it does not require ‘creation’ as such; it requires careful 267

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selection of what is relevant and appropriate, and a strong guiding narrative that makes for easy reading. What kind of language should I use? The language should respect the needs of the global reader, the interdisciplinary reader, and the fast reader — in other words, it should be simple and straightforward. The non-technical vocabulary used in the Abstract is similar across all disciplines, reflecting the need for clarity and accessibility. See Section 6.4 for examples. Some readers may not be familiar with a particular technical term or acronym that you want to use in the Abstract. This will restrict their access to the content of the Abstract, and perhaps affect their willingness to continue reading it. Editors do not appreciate acronym-laden Abstracts, so if an acronym is really necessary in the Abstract because constant repeats of the full version would impact on the word limit, it is probably a good idea to specify (once) what the acronym stands for. Here are some examples from the Abstracts below:







· We have developed and implemented a robust and practical scheme for anisotropic 3D acoustic full-waveform inversion (FWI)… · This study aims to quantify and compare the accuracy of traditional radiostereometric analysis (RSA)… · While brain–computer interfaces (BCIs) can provide communication to people who are locked-in, they suffer from a very low information transfer rate. Further, using a BCI requires a concentration effort and using it continuously can be tiring. The brain controlled wheelchair (BCW) described in this paper aims at providing mobility to BCI users…

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6.2. Types of Abstract There are four main types of Abstract:

6.2.1 Simple/Standard Abstracts  

 









1. Simple/Standard Abstracts 2. Structured Abstracts, which have headings such as Background/Aims/ Method/Results etc. 3. Abstracts that exist alongside a Significance Statement or a list of Highlights 4. Graphical Abstracts

Using the reverse-engineering technique demonstrated in the previous Units, create a model based on the sentence functions in the ten SIMPLE/STANDARD ABSTRACTS below. In these Abstracts, identifiers of the model are in bold. When you have finished, underline or highlight the model identifiers in the STRUCTURED ABSTRACTS in Section 6.2.2 to support your model, and then check and adjust it against the generic model in Section 6.3. 1 A sub-mW fully-integrated pulse oximeter front-endy Abstract This paper presents the implementation of the first fully integrated pulse oximeter front-end with a power consumption lower than 1 mW. This is enabled by system- and block-level noise optimisation, also detailed in the manuscript. The proposed design features an analogue feedback loop that enables fast and accurate regulation of the detected photocurrent level and a serial-toparallel interface allowing for extensive programmability of several operation parameters. The front-end was fabricated in the AMS 0.35 μm technology and occupies an occupies an area of 1.35 mm2. Extensive measured results, both electrical and physiological from human subjects are reported, demonstrating an estimated SNR of 39 dB and ability to detect 2% changes in SpO2, similar to commercial pulse oximeters. This is despite the constrained power consumption which amounts to 0.31 mW for the LEDs and 0.53 mW for the 269

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rest of the front-end from a 3.3 V supply. Statistical results from 20 chips verify good matching across the Red and Infrared channels of the front-end and the accurate operation of the proposed analogue feedback loop.

2 Anisotropic 3D full-waveform inversionz Abstract We have developed and implemented a robust and practical scheme for anisotropic 3D acoustic full-waveform inversion (FWI). We demonstrate this scheme on a field data set, applying it to a 4C ocean-bottom survey over the Tommeliten Alpha field in the North Sea. This shallow-water data set provides good azimuthal coverage to offsets of 7 km, with reduced coverage to a maximum offset of about 11km. The reservoir lies at the crest of a high-velocity antiformal chalk section, overlain by about 3000 m of clastics within which a low-velocity gas cloud produces a seismic obscured area. We inverted only the hydrophone data, and we retained free-surface multiples and ghosts within the field data. We invert in six narrow frequency bands, in the range 3 to 6.5 Hz. At each iteration, we selected only a subset of sources, using a different subset at each iteration; this strategy is more efficient than inverting all the data every iteration. Our starting velocity model was obtained using standard PSDM model building including anisotropic reflection tomography, and contained epsilon values as high as 20%. The final FWI velocity model shows a network of shallow high-velocity channels that match similar features in the reflection data. Deeper in the section, the FWI velocity model reveals a sharper and more intense low-velocity region associated with the gas cloud in which low-velocity fingers match the location of gas-filled faults visible in the reflection data. The resulting velocity model provides a better match to well logs, and better flattens common image gathers, than does the starting model. Reversetime migration, using the FWI velocity model, provides significant uplift to the migrated image, simplifying the planform of the reservoir section at depth. The workflows, inversion strategy, and algorithms that we have used have broad application to invert a wide range of analogous data sets.

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3 Mobilizing salt: magma-salt interactionsaa Abstract Salt sequences form an integral part of many sedimentary basins worldwide. Many of these basins have experienced igneous activity either syn- or postdeposition of the salt sequences. Despite this, little work has so far been undertaken to understand magma-salt interactions within the subsurface, and how aspects such as salt halokinesis may be influenced by igneous activity. Within this paper, we detail the first direct description of relationships and textures that are developed during intrusive igneous-salt interaction. We show that salt composition appears to play a dominant role in controlling where igneous intrusions invade laterally through salt sequences in a sedimentary basin. In particular, we illustrate that hydrous salts, such as carnallite, act as preferential horizons for lateral magma intrusion. This lithological control appears primarily related to the heating and subsequent dehydration reaction of carnallite, which causes the carnallite to behave as viscous fluidal horizons, resulting in the nonbrittle emplacement of magma, and spectacular peperitic salt-magma mingling textures. We suggest that heating and transformation of carnallite and other hydrous salts into viscous fluidal horizons during igneous intrusion within a regional salt sequence may act as a possible trigger for contemporaneous halokinesis, by creating fluid-like viscous detachment layers. Over longer time scales, however, a solidified rigid boxwork of dikes and sills may create zones of increased mechanical strength that will locally inhibit further salt flow.

4 A hybrid displacement estimation method for ultrasonic elasticity imagingbb Abstract Axial displacement estimation is fundamental to many freehand quasistatic ultrasonic strain imaging systems. In this paper, we present a novel estimation method that combines the strengths of quality-guided tracking, multi-level correlation, and phase-zero search to achieve high levels of accuracy and robustness. The paper includes a full description of the hybrid method, in

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vivo examples to illustrate the method’s clinical relevance, and finite element simulations to assess its accuracy. Quantitative and qualitative comparisons are made with leading single- and multi-level alternatives. In the in vivo examples, the hybrid method produces fewer obvious peak-hopping errors, and in simulation, the hybrid method is found to reduce displacement estimation errors by 5 to 50%. With typical clinical data, the hybrid method can generate more than 25 strain images per second on commercial hardware; this is comparable with the alternative approaches considered in this paper.

5 A ratchet mechanism for amplification in low-frequency mammalian hearingcc Abstract The sensitivity and frequency selectivity of hearing result from tuned amplification by an active process in the mechanoreceptive hair cells. In most vertebrates, the active process stems from the active motility of hair bundles. The mammalian cochlea exhibits an additional form of mechanical activity termed electromotility: its outer hair cells (OHCs) change length upon electrical stimulation. The relative contributions of these two mechanisms to the active process in the mammalian inner ear is the subject of intense current debate. Here, we show that active hair-bundle motility and electromotility can together implement an efficient mechanism for amplification that functions like a ratchet: Sound-evoked forces, acting on the basilar membrane, are transmitted to the hair bundles, whereas electromotility decouples active hair-bundle forces from the basilar membrane. This unidirectional coupling can extend the hearing range well below the resonant frequency of the basilar membrane. It thereby provides a concept for low-frequency hearing that accounts for a variety of unexplained experimental observations from the cochlear apex, including the shape and phase behavior of apical tuning curves, their lack of significant nonlinearities, and the shape changes of threshold tuning curves of auditory-nerve fibers along the cochlea. The ratchet mechanism constitutes a general design principle for implementing mechanical amplification in engineering applications.

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6 The osteogenic response of mesenchymal stromal cells to strontium substituted bioactive glassesdd

‐

Writing the Abstract

Abstract Bioactive glasses are known to stimulate bone healing, and the incorporation of strontium has the potential to increase their potency. In this study, calcium oxide in the 45S5 bioactive glass composition was partially (50%, Sr50) or fully (100%, Sr100) substituted with strontium oxide on a molar basis. The effects of the substitution on bioactive glass properties were studied, including density, solubility, and in vitro cytotoxicity. Stimulation of osteogenic differentiation was investigated using mesenchymal stromal cells obtained from rat bone marrow. Strontium substitution resulted in altered physical properties including increased solubility. Statistically significant reductions in cell viability were observed with the addition of bioactive glass powders to culture medium. Specifically, addition of ≥ 13.3 mg/ml of 45S5 bioactive glass or Sr50, or ≥ 6.7 mg/ml of Sr100, resulted in significant inhibition. Real‐time PCR analyses detected the upregulation of genes associated with osteoblastic differentiation in the presence of all bioactive glass compositions. Some genes, including Alpl and Bglap, were further stimulated in the presence of Sr50 and Sr100. It was concluded that strontium‐substituted bioactive glasses promoted osteogenesis in a differentiating bone cell culture model and, therefore, have considerable potential for use as improved bioactive glasses for bone tissue regeneration.

7 An investigation into reinforced and functionally graded lattice structuresee Abstract Lattice structures are regarded as excellent candidates for use in lightweight energy-absorbing applications, such as crash protection. In this paper we investigate the crushing behaviour, mechanical properties and energy absorption of lattices made by an additive manufacturing process. Two types of lattice were examined: body-centred-cubic (BCC) and a reinforced variant called BCCz. The lattices were subject to compressive loads in two orthogonal 273

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directions, allowing an assessment of their mechanical anisotropy to be made. We also examined functionally graded versions of these lattices, which featured a density gradient along one direction. The graded structures exhibited distinct crushing behaviour, with a sequential collapse of cellular layers preceding full densification. For the BCCz lattice, the graded structures were able to absorb around 114% more energy per unit volume than their non-graded counterparts before full densification, 1371 ± 9 kJ/m3 versus 640 ± 10 kJ/m3. This highlights the strong potential for functionally graded lattices to be used in energyabsorbing applications. Finally, we determined several of the Gibson–Ashby coefficients relating the mechanical properties of lattice structures to their density; these are crucial in establishing the constitutive models required for effective lattice design. These results improve the current understanding of additively manufactured lattices and will enable the design of sophisticated, functional, lightweight components in the future.

8 A transient vanadium flow battery model incorporating vanadium crossover and water transport through the membraneff Abstract This paper presents a 2-D transient, isothermal model of a vanadium redox flow battery that can predict the species crossover and related capacity loss during operation. The model incorporates the species transport across the membrane due to convection, diffusion, and migration, and accounts for the transfer of water between the half-cells to capture the change in electrolyte volume. The model also accounts for the side reactions and associated changes in species concentration in each half-cell due to vanadium crossover. A set of boundary conditions based on the conservations of flux and current are incorporated at the electrolyte|membrane interfaces to account for the steep gradients in concentration and potential at these interfaces. In addition, the present model further improves upon the accuracy of existing models by incorporating a more complete version of the Nernst equation, which enables accurate prediction of the cell potential without the use of a fitting voltage. A direct comparison of the model predictions with experimental data shows

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that the model accurately predicts the measured voltage of a single charge/ discharge cycle with an average error of 1.83%, and estimates the capacity loss of a 45 cycle experiment with an average error of 4.2%.

9 Sensory nerve induced inflammation contributes to heterotopic ossificationr Abstract Heterotopic ossification (HO), or bone formation in soft tissues, is often the result of traumatic injury. Much evidence has linked the release of BMPs (bone morphogenetic proteins) upon injury to this process. HO was once thought to be a rare occurrence, but recent statistics from the military suggest that as many as 60% of traumatic injuries, resulting from bomb blasts, have associated HO. In this study, we attempt to define the role of peripheral nerves in this process. Since BMP2 has been shown previously to induce release of the neuroinflammatory molecules, substance P (SP) and calcitonin gene related peptide (CGRP), from peripheral, sensory neurons, we examined this process in vivo. SP and CGRP are rapidly expressed upon delivery of BMP2 and remain elevated throughout bone formation. In animals lacking functional sensory neurons (TRPV1−/−), BMP2‐mediated increases in SP and CGRP were suppressed as compared to the normal animals, and HO was dramatically inhibited in these deficient mice, suggesting that neuroinflammation plays a functional role. Mast cells, known to be recruited by SP and CGRP, were elevated after BMP2 induction. These mast cells were localized to the nerve structures and underwent degranulation. When degranulation was inhibited using cromolyn, HO was again reduced significantly. Immunohistochemical analysis revealed nerves expressing the stem cell markers nanog and Klf4, as well as the osteoblast marker osterix, after BMP2 induction, in mice treated with cromolyn. The data collectively suggest that BMP2 can act directly on sensory neurons to induce neurogenic inflammation, resulting in nerve remodeling and the migration/release of osteogenic and other stem cells from the nerve. Further, blocking this process significantly reduces HO, suggesting that the stem cell population contributes to bone formation.

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10 Global anisotropic 3D FWIgg Abstract

6.2.2 Structured Abstracts  

 

Seismic anisotropy influences both the kinematics and dynamics of seismic waveforms. If anisotropy is not adequately taken into account during fullwaveform seismic inversion (FWI), then inadequacies in the anisotropy model are likely to manifest as significant error in the recovered P-wave velocity model. Conventionally, anisotropic FWI uses either a fixed anisotropy model derived from tomography or such, or it uses a local inversion scheme to recover the anisotropy as part of the FWI; both of these methods can be problematic. In this paper, we show that global rather than local FWI can be used to recover the long-wavelength anisotropy model, and that this can then be followed by more-conventional local FWI to recover the detailed model. We demonstrate this approach on a full 3D field dataset, and show that it avoids problems associated to cross-talk that can bedevil local inversion schemes. Although our method provides a global inversion of anisotropy, it is nonetheless affordable and practical for 3D field data.

11 A finite rate of innovation algorithm for fast and accurate spike detection from two-photon calcium imaginghh Abstract Objective Inferring the times of sequences of action potentials (APs) (spike trains) from neurophysiological data is a key problem in computational neuroscience. The detection of APs from two-photon imaging of calcium signals offers certain advantages over traditional electrophysiological approaches, as up to thousands of spatially and immunohistochemically defined neurons can be recorded simultaneously. However, due to noise, dye buffering and the limited sampling rates in common microscopy configurations, accurate detection of APs from calcium time series has proved to be a difficult problem.

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Approach Here we introduce a novel approach to the problem making use of finite rate of innovation (FRI) theory (Vetterli et al 2002 IEEE Trans. Signal Process: 50 1417–28). For calcium transients well fit by a single exponential, the problem is reduced to reconstructing a stream of decaying exponentials. Signals made of a combination of exponentially decaying functions with different onset times are a subclass of FRI signals, for which much theory has recently been developed by the signal processing community. Main results We demonstrate for the first time the use of FRI theory to retrieve the timing of APs from calcium transient time series. The final algorithm is fast, non-iterative and parallelizable. Spike inference can be performed in real-time for a population of neurons and does not require any training phase or learning to initialize parameters. Significance The algorithm has been tested with both real data (obtained by simultaneous electrophysiology and multiphoton imaging of calcium signals in cerebellar Purkinje cell dendrites), and surrogate data, and outperforms several recently proposed methods for spike train inference from calcium imaging data.

12 The Plasmodium falciparum cytoplasmic translation apparatus: a promising therapeutic target not yet exploited by clinically approved anti-malarialsii Abstract Background The continued spectre of resistance to existing anti-malarials necessitates the pursuit of novel targets and mechanisms of action for drug development. One class of promising targets consists of the 80S ribosome and its associated components comprising the parasite translational apparatus. Development of translation-targeting therapeutics requires a greater understanding of protein synthesis and its regulation in the malaria parasite. Research in this area has been limited by the lack of appropriate experimental methods, particularly a direct measure of parasite translation. 277

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Methods An in vitro method directly measuring translation in whole-cell extracts from the malaria parasite Plasmodium falciparum, the PfIVT assay, and a historicallyutilized indirect measure of translation, S35-radiolabel incorporation, were compared utilizing a large panel of known translation inhibitors as well as anti-malarial drugs. Results Here, an extensive pharmacologic assessment of the PfIVT assay is presented, using a wide range of known inhibitors demonstrating its utility for studying activity of both ribosomal and non-ribosomal elements directly involved in translation. Further, the superiority of this assay over a historically utilized indirect measure of translation, S35-radiolabel incorporation, is demonstrated. Additionally, the PfIVT assay is utilized to investigate a panel of clinically approved anti-malarial drugs, many with unknown or unclear mechanisms of action, and show that none inhibit translation, reaffirming Plasmodium translation to be a viable alternative drug target. Within this set, mefloquine is unambiguously found to lack translation inhibition activity, despite having been recently mischaracterized as a ribosomal inhibitor. Conclusions



6.2.3 Abstracts that include a Significance Statement and/or Highlights  

 

This work exploits a direct and reproducible assay for measuring P. falciparum translation, demonstrating its value in the continued study of protein synthesis in malaria and its inhibition as a drug target.

Note that the Significance Statement and the Highlights do not always appear in the PDF of the paper, so they should be considered as adjuncts to the Abstract rather than as supplements. Using your reverse-engineering technique, describe the sentence functions in the Significance Statements and Highlights. Model identifiers are in bold.

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13 The oxidative corrosion of carbide inclusions at the surface of uranium metal during exposure to water vapourd Abstract The reaction between uranium and water vapour has been well investigated, however discrepancies exist between the described kinetic laws, pressure dependence of the reaction rate constant and activation energies. Here this problem is looked at by examining the influence of impurities in the form of carbide inclusions on the reaction. Samples of uranium containing 600 ppm carbon were analysed during and after exposure to water vapour at 19 mbar pressure, in an environmental scanning electron microscope (ESEM) system. After water exposure, samples were analysed using secondary ion mass spectrometry (SIMS), focused ion beam (FIB) imaging and sectioning and transmission electron microscopy (TEM) with X-ray diffraction (micro-XRD). The results of the current study indicate that carbide particles on the surface of uranium readily react with water vapour to form voluminous UO3·xH2O growths at rates significantly faster than that of the metal. The observation may also have implications for previous experimental studies of uraniumwater interactions, where the presence of differing levels of undetected carbide may partly account for the discrepancies observed between datasets. Highlights ► High resolution imagery (FIB, SEM and SIMS) of carbide inclusions in uranium metal. ► Real time images following the reaction of the carbide inclusions with water vapour. ► Shown preferential consumption of carbide over that of the bulk metal. ► Quantity of impurities in the metal therefore seriously influence reaction rate. ► Metal purity must be considered when storing uranium in air or moist conditions.

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14 Amazonian functional diversity from forest canopy chemical assemblyo Significance Canopy trees are keystone organisms that create habitat for an enormous array of flora and fauna and dominate carbon storage in tropical forests. Determining the functional diversity of tree canopies is, therefore, critical to understanding how tropical forests are assembled and predicting ecosystem responses to environmental change. Across the megadiverse Andes-to-Amazon corridor of Peru, we discovered a large-scale nested pattern of canopy chemical assembly among thousands of trees. This nested geographic and phylogenetic pattern within and among forest communities provides a different perspective on current and future alterations to the functioning of western Amazonian forests resulting from land use and climate change. Abstract Patterns of tropical forest functional diversity express processes of ecological assembly at multiple geographic scales and aid in predicting ecological responses to environmental change. Tree canopy chemistry underpins forest functional diversity, but the interactive role of phylogeny and environment in determining the chemical traits of tropical trees is poorly known. Collecting and analyzing foliage in 2,420 canopy tree species across 19 forests in the western Amazon, we discovered (i) systematic, community-scale shifts in average canopy chemical traits along gradients of elevation and soil fertility; (ii) strong phylogenetic partitioning of structural and defense chemicals within communities independent of variation in environmental conditions; and (iii) strong environmental control on foliar phosphorus and calcium, the two rock-derived elements limiting CO2 uptake in tropical forests. These findings indicate that the chemical diversity of western Amazonian forests occurs in a regionally nested mosaic driven by longterm chemical trait adjustment of communities to large-scale environmental filters, particularly soils and climate, and is supported by phylogenetic divergence of traits essential to foliar survival under varying environmental conditions. Geographically nested patterns of forest canopy chemical traits will play a role in determining the response and functional rearrangement of western Amazonian ecosystems to changing land use and climate.

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15 Ultrafast desorption of colloidal particles from fluid interfacesjj Significance Solid particles can replace surfactants to stabilize emulsions and foams. The attachment of particles onto drops and bubbles is typically considered to be irreversible because of a large energy barrier for particle detachment — millions of times the thermal energy for microparticles. Here we demonstrate a method to promote the detachment of microparticles from bubbles using ultrasound. We identified conditions for complete particle removal and recovery in under a millisecond. Our method is programmable in time, and does not require any physicochemical modification of the fluids or the interface. This work addresses the emerging need for methods to recover interfacial particles from emulsions and foams in applications ranging from controlled release to interfacial catalysis and gas storage. Abstract The self-assembly of solid particles at fluid–fluid interfaces is widely exploited to stabilize emulsions and foams, and in materials synthesis. The self-assembly mechanism is very robust owing to the large capillary energy associated with particle adsorption, of the order of millions of times the thermal energy for micrometer-sized colloids. The microstructure of the interfacial colloid monolayer can also favor stability, for instance in the case of particle-stabilized bubbles, which can be indefinitely stable against dissolution due to jamming of the colloid monolayer. As a result, significant challenges arise when destabilization and particle removal are a requirement. Here we demonstrate ultrafast desorption of colloid monolayers from the interface of particlestabilized bubbles. We drive the bubbles into periodic compression–expansion using ultrasound waves, causing significant deformation and microstructural changes in the particle monolayer. Using high-speed microscopy we uncover different particle expulsion scenarios depending on the mode of bubble deformation, including highly directional patterns of particle release during shape oscillations. Complete removal of colloid monolayers from bubbles is achieved in under a millisecond. Our method should find a broad range of applications, from nanoparticle recycling in sustainable processes to programmable particle delivery in lab-on-a-chip applications. 281

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6.2.4 Graphical Abstracts  

 

Science Research Writing

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The Graphical Abstract (GA) is usually one single panel image designed to give readers an immediate understanding of the take home message of the paper. The GA should use colour judiciously, and grab attention visually by minimising clutter and unnecessary elements. In some cases the image is reproduced from the paper; in others it is specifically designed as a GA. The GA communicates the main point right at the start. This improves the reader’s understanding and acceptance of the message; furthermore, providing a clear and memorable image enhances retention of that message even after the reader moves on to another article. Note that some GAs also include a short text. Using your reverse-engineering technique, build a model for the GAs below and compare it with the generic model in Section 6.3. Model identifiers are in bold. 16 Tunable organic photocatalysts for visible-light-driven hydrogen evolutionkk

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Abstract Photocatalytic hydrogen production from water offers an abundant, clean fuel source, but it is challenging to produce photocatalysts that use the solar spectrum effectively. Many hydrogen-evolving photocatalysts are active in the ultraviolet range, but ultraviolet light accounts for only 3% of the energy available in the solar spectrum at ground level. Solid-state crystalline photocatalysts have light absorption profiles that are a discrete function of their crystalline phase and that are not always tunable. Here, we prepare a series of amorphous, microporous organic polymers with exquisite synthetic control over the optical gap in the range 1.94–2.95 eV. Specific monomer compositions give polymers that are robust and effective photocatalysts for the evolution of hydrogen from water in the presence of a sacrificial electron donor, without the apparent need for an added metal cocatalyst. Remarkably, unlike other organic systems, the best performing polymer is only photoactive under visible rather than ultraviolet irradiation.

17 Rate law analysis of water oxidation on a hematite surfaceu

Abstract Water oxidation is a key chemical reaction, central to both biological photosynthesis and artificial solar fuel synthesis strategies. Despite recent progress on the structure of the natural catalytic site, and on inorganic catalyst function, determining the mechanistic details of this multiredox reaction remains a significant challenge. We report herein a rate law analysis of the

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order of water oxidation as a function of surface hole density on a hematite photoanode employing photoinduced absorption spectroscopy. Our study reveals a transition from a slow, first order reaction at low accumulated hole density to a faster, third order mechanism once the surface hole density is sufficient to enable the oxidation of nearest neighbor metal atoms. This study thus provides direct evidence for the multihole catalysis of water oxidation by hematite, and demonstrates the hole accumulation level required to achieve this, leading to key insights both for reaction mechanism and strategies to enhance function.

…and some journals accept or encourage Highlights or a Significance Statement together with a GA: 18 Influence of reaction conditions on the composition of liquid products from two-stage catalytic hydrothermal processing of ligninll Highlights • • • •

Liquid products’ yields reached up to 40 wt% based on lignin feed. Liquid products’ compositions differed with different reaction conditions. Formic acid acted as both depolymerization agent and source of hydrogen. Formic acid influenced liquid products’ selectivity under the different conditions. • Pt/Al2O3 was less selective towards liquid products than formic acid. Abstract The influence of reaction conditions on the composition of liquid products during two-stage hydrothermal conversion of alkali lignin has been investigated in a batch reactor. Reactions were carried out in the presence of formic acid (FA) and Pt/Al2O3 catalyst. The two different sets of reaction conditions involved alternative reaction times of 1 h and 5 h at 265°C and 350°C, respectively. These provided different contributions to reaction severity, which affected the compositions of liquid products. Yields of liquid products reached up to 40 wt% (on lignin feed basis) in the presence of FA under the less severe reaction

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condition. With 5 h reaction time at 350°C, alkylphenols, alkylguaiacols and hydrocarbons were the dominant liquid products. However, with 5 h reaction time at 265°C, phenol and methanol became dominant. The two-stage hydrothermal process led to improved lignin conversion, with the potential to manipulate the liquid product range. Graphical abstract

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6.3. A Generic Abstract Model Now compare and adjust your model according to the generic model below. Note the number of potential locations for ‘happy words’ J that communicate the value of the study quickly and unmistakably. GENERIC ABSTRACT MODEL 1 SIGNIFICANCE OF THE TOPIC/ESSENTIAL FACTUAL BACKGROUND

THE CHALLENGE/PROBLEM WHAT THE PAPER/STUDY DOES (may include ACHIEVEMENT/VALUE + J) 2 METHOD/MATERIALS + J

RESULTS + J/COMPARISONS WITH EXISTING RESULTS + J IMPLICATIONS 3 MAPPING TO EXISTING KNOWLEDGE + J

ACHIEVEMENT/VALUE/CONTRIBUTION + J

6.3.1 The model components  

 

APPLICATIONS + J

Which verb tense should I use for each component? As always, your target articles provide the best guidance, but in general terms:







· When referring to WHAT THE PAPER/STUDY DOES or what is in the paper, most writers use the Present Simple tense. · When referring to what was done or used, i.e. the Method, most writers use the Past Simple tense. · RESULTS and IMPLICATIONS can be expressed in either the Past Simple tense or the Present Simple tense. The Abstract presents the contents of the paper in a way that will immediately engage the attention of the reader. As a result, the Present Simple tense is sometimes used for results and implications in the Abstract even if those are expressed in the Past Simple tense in the body of the paper.

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· ACHIEVEMENT/VALUE/CONTRIBUTION can be expressed in the Present Perfect tense (have +ed) or the Present Simple tense. How do I know whether I need to state the significance of the topic or provide background information? This will depend to some extent on the journal readership and the specificity of the study. However, even within a relatively technical field you should consider the needs of potential interdisciplinary readers outside the scope of your research area. If background information is necessary to understand the Abstract itself, combine and summarise the relevant points in as few words as possible. Can I include citations in the Abstract, for example to support the background? Research background may be appropriate to identify the problem or challenge, but it is rare to include actual citations in the Abstract. However, if your article follows directly from an existing published paper or is a major advance or contradiction relating to a specific work or theory, cite the relevant paper. How much detail should I provide of the method and results? Regarding the method, if the reader cannot decide whether to read the paper without knowing whether you used simulations, models, or field data, include that information. If the value of your study is that you carried out a range of experiments rather than a single case study, include that information. Key aspects of the method and key results are sometimes provided together with numerical detail:









· The front-end was fabricated in the AMS 0.35 μm technology and occupies an area of 1.35 mm2. · Extensive measured results, both electrical and physiological from human subjects are reported, demonstrating an estimated SNR of 39 dB and ability to detect 2% changes in SpO2,… · Specifically, addition of ≥ 13.3 mg/ml of 45S5 bioactive glass or Sr50, or ≥ 6.7 mg/ml of Sr100, resulted in significant inhibition. · …the graded structures were able to absorb around 114% more energy per unit volume than their non-graded counterparts before full densification, 1371  ±  9 kJ/m3 versus 640  ±  10 kJ/m3.

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Note: Adding language to numbers (e.g. only 38% or as high as 38%) ensures that the numbers will not be misinterpreted at this crucial stage.

In other Abstracts the method and/or results are presented using language alone:

‐









· Stimulation of osteogenic differentiation was investigated using mesenchymal stromal cells obtained from rat bone marrow. · Here we demonstrate a method to promote the detachment of microparticles from bubbles using ultrasound… · …BMP2 mediated increases in SP and CGRP were suppressed as compared to the normal animals, and HO was dramatically inhibited in these deficient mice. · …the FWI velocity model reveals a sharper and more intense low-velocity region associated with the gas cloud in which low-velocity fingers match the location of gas-filled faults… Having spent so much time on the study itself, not to mention the time spent on writing the paper, writers are often tempted to consider the Abstract as a summary of all that work, and include many less relevant details of the method or results. This results in a shapeless, uneven Abstract in which the reader has the task of identifying which are the key aspects of the method or the key results — and is unlikely to succeed. How strongly should I state the implications of my results? What you say in the Abstract should be consistent with what you report in the paper. The need for Abstracts to impress and attract is coupled with the writer’s need to publish quickly, and this may result in an Abstract that contains statements or conclusions that are over-ambitious, or which are not fully supported by the data obtained in the study. This will be exposed during peer review, and may prolong the review process. If your work represents an early stage in a breakthrough, or its value is in the possible or potential implications of your data, communicate this by including modal verbs (could/might/may) or words such as possible/potential. In some cases the implications are stated quite strongly in the Abstract and the article includes a discussion of the possible restrictions and constraints of these implications. However, the implications as stated in the Abstract must not be so strong as to be misleading or inconsistent with the data itself. w

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How can I make the Abstract flow, given the word limit? The Abstract has to operate within a fixed number of words, and this sometimes means including valuable data or information at the expense of narrative flow. However, the more the narrative ‘wrap’ is reduced, the less coherent that data or information becomes. To make the Abstract flow given the word limit while retaining as much information as possible:

·



·



·



·



·

WHAT THE PAPER DOES + ACHIEVEMENT: In this paper, we present a novel estimation method that combines the strengths of quality-guided tracking, multi-level correlation, and phasezero search to achieve high levels of accuracy and robustness. ACHIEVEMENT + GAP: It thereby provides a concept for lowfrequency hearing that accounts for a variety of unexplained experimental observations from the cochlear apex, including… METHOD + RESULT: Specifically, addition of ≥ 13.3 mg/ml of 45S5 bioactive glass or Sr50, or ≥ 6.7 mg/ml of Sr100, resulted in significant inhibition. ACHIEVEMENT + GAP: In addition, the present model further improves upon the accuracy of existing models by incorporating a more complete version of the Nernst equation, which enables accurate prediction of the cell potential without the use of a fitting voltage. RESULT + IMPLICATION: In animals lacking functional sensory neurons (TRPV1−/−), BMP2 mediated increases in SP and CGRP were suppressed as compared to the normal animals, and HO was dramatically inhibited in these deficient mice, suggesting that neuroinflammation plays a functional role. ‐

















1. Review Section 1.5.2 Linking sentences and information together and look at how the sentences are linked together in the Abstracts in this Unit and in your target articles. Is it easy for the reader to negotiate the gap between sentences? How does the writer help the reader move from one sentence to the next? Are there places where the lack of an explicit sentence link creates real ambiguity? How could you resolve this? 2. Get the maximum value from the word limit by combining sentence functions, for example:

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6.4. Language All the language you need for the Abstract can be found in the previous Units. However, because the Abstract needs to be understood very quickly by a wide range of readers, it tends to contain simple, conventional language, and the selection below reflects this. Add to the list from your target article Abstracts. SIGNIFICANCE OF THE TOPIC/ESSENTIAL FACTUAL BACKGROUND is assumed to is based on is determined by is fundamental to is influenced by is known to is related to is regarded as it has recently been shown that it is known that it is widely accepted that Note: Verbs in the Present Simple tense also communicate the factual background.

a number of studies central common currently dominant emerging frequently generally increasing key many often popular recent typically widely worldwide

Examples from the Abstracts in this Unit:









· The reservoir lies at the crest of a high-velocity antiformal chalk section, overlain by about 3000 m of clastics within which a low-velocity gas cloud produces a seismic obscured area. · The sensitivity and frequency selectivity of hearing result from tuned amplification by an active process in the mechanoreceptive hair cells. · Salt sequences form an integral part of many sedimentary basins worldwide. · Axial displacement estimation is fundamental to many freehand quasistatic ultrasonic strain imaging systems. w

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· Canopy trees are keystone organisms that create habitat for an enormous array of flora and fauna and dominate carbon storage in tropical forests. · The self-assembly of solid particles at fluid–fluid interfaces is widely exploited to stabilize emulsions and foams, and in materials synthesis. THE CHALLENGE/PROBLEM (an) alternative approach (a) key problem a need for challenge complicated critical debate desirable difficulty disadvantage drawback essential expensive impractical

inaccurate inadequate inconvenient limited little (work) not able to previously problem require risk time-consuming unsuccessful until now

Examples from the Abstracts in this Unit:





fi







· Despite this, little work has so far been undertaken to understand magma-salt interactions within the subsurface,… · The relative contributions of these two mechanisms to the active process in the mammalian inner ear is the subject of intense current debate. · If anisotropy is not adequately taken into account during full-waveform seismic inversion (FWI), then inadequacies in the anisotropy model are likely to manifest as signi cant error… · …accurate detection of APs from calcium time series has proved to be a difficult problem. · Inferring the times of sequences of action potentials (APs) (spike trains) from neurophysiological data is a key problem in computational neuroscience. 291

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WHAT THE PAPER/STUDY DOES (sometimes in the passive) address analyse attempt to compare consider

define describe discuss emphasise enable examine

extend identify include introduce investigate present

propose provide report review show

Examples from the Abstracts in this Unit:











· This paper presents the implementation of the first fully integrated pulse oximeter front-end with a power consumption lower than 1 mW. · The paper includes a full description of the hybrid method, in vivo examples to illustrate the method’s clinical relevance, and finite element simulations to assess its accuracy. · In this paper we investigate the crushing behaviour, mechanical properties and energy absorption of lattices made by an additive manufacturing process. · In this study, we attempt to define the role of peripheral nerves. · We report herein a rate law analysis of the order of water oxidation as a function of surface hole density on a hematite photoanode employing photoinduced absorption spectroscopy. METHOD/MATERIALS Instead of Rather than Unlike are/were analysed are/were applied are/were assembled are/were calculated are/were constructed are/were evaluated

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are/were examined are/were formulated are/were measured are/were modelled are/were performed are/were recorded are/were selected are/were studied are/were treated are/were used

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Examples from the Abstracts in this Unit:











· At each iteration, we selected only a subset of sources, using a different subset at each iteration… · In this study, calcium oxide in the 45S5 bioactive glass composition was partially (50%, Sr50) or fully (100%, Sr100) substituted with strontium oxide on a molar basis. · Two types of lattice were examined: body-centred-cubic (BCC) and a reinforced variant called BCCz. · Samples of uranium containing 600 ppm carbon were analysed during and after exposure to water vapour at 19 mbar pressure, in an environmental scanning electron microscope (ESEM) system. · The two different sets of reaction conditions involved alternative reaction times of 1 h and 5 h at 265°C and 350°C, respectively. RESULTS cause decrease demonstrate exhibit increase occur produce reach result in reveal yield

are/was achieved are/was found are/was identical are/was identified are/was observed are/was obtained are/was present are/was unaffected (by)

Examples from the Abstracts in this Unit:







· Extensive measured results, both electrical and physiological from human subjects are reported, demonstrating an estimated SNR of 39 dB… · Deeper in the section, the FWI velocity model reveals a sharper and more intense low-velocity region. · Statistically significant reductions in cell viability were observed with the addition of bioactive glass powders to culture medium. 293

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· The graded structures exhibited distinct crushing behaviour, with a sequential collapse of cellular layers preceding full densification. · Yields of liquid products reached up to 40 wt% (on lignin feed basis) in the presence of FA under the less severe reaction condition… ACHIEVEMENT/VALUE/CONTRIBUTION accurate affordable better comparable consistent cost-effective dramatic effective efficient exact fast (the) first good

improved new novel powerful practical reliable robust significant similar simple suitable superior

able to achieve allow confirm enable enhance ensure guarantee outperform simplify solve validate verify

Most Abstracts contain at least one sentence that makes the achievement/ value/contribution of the study clear. Here are some examples from the first five of the Abstracts; continue by identifying sentences with similar functions in the rest of the Abstracts and those in your target articles.

fi











· This paper presents the implementation of the first fully integrated pulse oximeter front-end with a power consumption lower than 1 mW. · We have developed and implemented a robust and practical scheme for anisotropic 3D acoustic full-waveform inversion (FWI). · Within this paper, we detail the rst direct description of relationships and textures that are developed during intrusive igneous-salt interaction… · In this paper, we present a novel estimation method that combines the strengths of quality-guided tracking, multi-level correlation, and phasezero search to achieve high levels of accuracy and robustness. · Here, we show that active hair-bundle motility and electromotility can together implement an efficient mechanism for amplification that functions like a ratchet:… w

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IMPLICATIONS appear to indicate that may/might/could possible

potentially seem to suggest that we conclude that

Examples from the Abstracts in this Unit:

‐









fl



· We suggest that heating and transformation of carnallite and other hydrous salts into viscous uidal horizons during igneous intrusion within a regional salt sequence may act as a possible trigger for contemporaneous halokinesis. · It was concluded that strontium substituted bioactive glasses promoted osteogenesis in a differentiating bone cell culture model. · The data collectively suggest that BMP2 can act directly on sensory neurons to induce neurogenic inflammation, resulting in nerve remodeling and the migration/release of osteogenic and other stem cells from the nerve. Further, blocking this process significantly reduces HO, suggesting that the stem cell population contributes to bone formation. · SND2 seems to occupy a subordinate but central tier in the secondary cell wall transcriptional network. · These findings indicate that the chemical diversity of western Amazonian forests occurs in a regionally nested mosaic driven by long-term chemical trait adjustment of communities to large-scale environmental filters… APPLICATIONS apply employ enable implement

potential relevant for/in suitable for/in use wide range of

Examples from the Abstracts in this Unit:

· The ratchet mechanism constitutes a general design principle for implementing mechanical amplification in engineering applications. 295

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· The workflows, inversion strategy, and algorithms that we have used have broad application to invert a wide range of analogous data sets. · These results improve the current understanding of additively manufactured lattices and will enable the design of sophisticated, functional, lightweight components in the future. · It was concluded that strontium substituted bioactive glasses promoted osteogenesis in a differentiating bone cell culture model and, therefore, have considerable potential for use as improved bioactive glasses for bone tissue regeneration. · Geographically nested patterns of forest canopy chemical traits will play a role in determining the response and functional rearrangement of western Amazonian ecosystems to changing land use and climate. · Our method should find a broad range of applications, from nanoparticle recycling in sustainable processes to programmable particle delivery in lab-on-a-chip applications.

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6.5. Summary Abstract Exercise Analyse the Abstracts of your target articles to determine all of the following:

























· The extent to which the structure corresponds to or deviates from the generic Abstract model on page 286. · The proportion of the Abstract that repeats/revisits the method and the results. · The function of the first sentence. · The amount of ‘happy’ language that identifies the value/achievement of the study. · Whether there is risk-reducing language, including modals such as may. · How the main achievement of the study has been prioritised. · Which verb tense is used in each sentence, and why. · Whether there is any ‘ownership’ ambiguity as a result of verb tense or use of the passive. · Whether there is any ambiguity as a result of reference words such as this/it. · Average sentence length. · Which acronyms are acceptable. · Whether the key take-home message of the study is clear.

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b2530   International Strategic Relations and China’s National Security: World at the Crossroads

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TITLE* ABSTRACT INTRODUCTION

METHODS

RESULTS

DISCUSSION CONCLUSION†

*For simplicity, all titles have been standardised with respect to capitalisation. † Some journals call this section CONCLUSION and others call it CONCLUSIONS but this does not seem to reflect the number of conclusions that are drawn. w

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Writing the Title

Research article titles have undergone a fundamental change and are continuing to develop to meet the needs of the reader. In previous years, researchers accessed developments in their field via hard copies of a carefullycurated — and therefore limited — set of journals. This is no longer the case. The main driver of this transformation has been the changeover to online reading of research, which has had a profound effect on the aim, content and construction of titles. Internet reading means that many more people will read the title than will ever read any other part of the paper, and search engine optimisation means that many do not scroll beyond a few further pages of titles once they have found relevant research. Title scanning is now a constant activity for most scientists, and titles have gained in importance as a result. Other factors have also played a part in changing the way titles are written, and for whom they are written. For example, there are now many highly specialised research microcommunities within which a great deal of knowledge can be taken for granted, and research articles aimed at these microcommunities often have highly specialised content in the title. In contrast, others are working in fields where there is a need to make their research accessible to an interdisciplinary reader, and this has motivated those researchers to prioritise wide-ranging impact and inclusivity over content when they create titles. The title will be with the paper forever and will always serve as the entry point for prospective readers. A good title will attract readers and, importantly, will attract all the right readers. The reverse is also true: if the title is poor the research article may not reach the target audience. Before you submit your article, type your title and keyword list into a search engine and check which research articles appear. Are they aimed at the same readership as yours? Is that your target audience? Despite the importance of the title, advice about what constitutes a ‘good’ title is sometimes too general to be useful and in some cases may contradict actual practice. You may be told that your title should be ‘informative’, but exactly what that information should be is not easy to determine. You may be advised to make the title ‘as short as possible’, but when you look at comparable recent titles in your target journal, they may not be short at all — and in any case, exactly how short is ‘as short as possible’? In addition, given the accelerating speed of change in research publication, even useful advice may quickly become out of date. This lack of effective 301

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advice means that writers sometimes simply submit the article with the original working title and hope for the best, but in the competitive global research context this is not a good strategy. What’s wrong with using the working title? The working title is the research topic in the researcher’s head before and during the research activity, and crucially, before the results are obtained. It does not tell readers what they can expect to gain from reading the article; instead, it simply tends to reflect the research field, or at best, the research activity. That research activity may be an investigation into something, but not only is investigating a very vague activity, the product — and therefore the value — of the study is unlikely to be the investigation itself but rather the outcome of that investigation. In addition, a working title sometimes just names the thing you are studying, for example, Unsteady flow in pipe networks, whereas the product or outcome of the study — and therefore the title — might be A hydraulic analysis of unsteady flow in pipe networks. Even when the working title is quite specific, such as Mapping single-cell gene expression in the lung, this is still the research activity; it is not the best or most informative title. Is the article describing a new process for mapping single-cell gene expression, identifying the challenges of mapping single-cell gene expression or simply reviewing the existing literature? If the outcome of the study is expressed in a title such as ‘LungGENS: a web-based tool for mapping single-cell gene expression in the developing lung’ this will attract readers because they know exactly what they will get as a result of using their very precious time to read it. Writers can only be really certain of their contribution and decide on the appropriate title when the study is complete and the results have been documented and analysed in relation to current literature and knowledge. This decision is sometimes made very close to the time of submission, and the eventual title often bears little resemblance to the original working title. Can’t I just summarise my findings in a sentence to produce the title? Sentence titles are acceptable in some research areas, and there is also an increasing tendency to use them as summarising titles for subsections. Sentence titles have a grammatical subject, a verb, and usually an object: w

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Writing the Title

Gamma-range synchronization of fast-spiking interneurons enhances detection of tactile stimuli. Sentence titles that summarise the most important finding/s are acceptable in some journals but they are not common — as always, check your target journal. They are used when the findings are strong, and the sentence simply states the key finding itself, usually in the Present Simple tense. Given the need for speed in research publishing, in some cases journal editors will accept sentence titles even when the implications of the findings are not yet fully established: Mechanically modulated cartilage growth may regulate joint surface morphogenesis. So what strategy should I use to produce a title? As stated above, titles are changing to meet the way readers access research, so the best strategy is to begin by reverse engineering current examples of titles in the journal you wish to publish in and/or titles of research articles that deal with similar subject matter. Use the following 7 points to analyse recent comparable titles in your target journals.

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7.1. Check Average Length This is a reasonable starting point, as the average number of words provides some rough-and-ready guidance on the level of complexity in your target journal titles. In many journals, for example, the average number of words is around 12, but as always, averages hide acceptable variation. The actual number is likely to be highly dependent on the specific topic and type of study. In addition, although knowing the average number of words is a good place to start, that number may well change alongside future changes in the online front page of the research article. Some online front pages now include components such as a Significance Statement, or a Research in Context panel. The number and range of such components is by no means stable or consistent across journals and may eventually impact on the function of the title, which will in turn influence its median length.

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7.2. Using Acronyms It is tempting to use acronyms to reduce the size of the title, but the decision to use an acronym should not be taken lightly. While you are doing your research, you spend most of your time with colleagues who share your knowledge of the concepts and terminology associated with the study, to the point where much of your communication relies on this implicit shared understanding. By the time you write the title of your paper, you have used a shared set of acronyms with colleagues so frequently that the full form seems redundant. This tends to blind you to the reality that those reading your work may not know exactly what your acronym refers to — they may simply find the use of the acronym in the title off-putting and scroll down to the next article. In addition, although including acronyms in the title is acceptable in highly specific research microcommunities, these acronyms will be completely impenetrable to outsiders, and the outsiders of today may well be the interdisciplinary readers of tomorrow. For example, the potential future readers of a research article on using machine learning to identify malaria vaccine candidates may eventually include a wide range of stakeholders and audiences such as cancer researchers, public health policy makers, clinicians and investors in pharmaceuticals, so the decision of whether to use an acronym in the title depends on correctly gauging the level of knowledge shared by both current and future readers.

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7.3. Compare the Title Keywords to the Keyword List Keywords are marketing tools, and journals often request a short keyword list that will be displayed on the front page of the article. The list generally contains words or short phrases that enhance the indexing — and therefore the discoverability — of your article. The keyword list is a valuable complement to the title, so creating one which simply repeats the keywords in the title is not a productive strategy. Comparing the keyword list with the keywords in the title is highly informative. In some cases, the keyword list is more general than the keywords in the title, signalling that the readership could extend more broadly than the title suggests. For example, an article with the title: A framework for reviewing the trade-offs between renewable energy, food, feed and wood production at a local level has a keyword list that includes Ecosystem and Landscape to attract the widest possible audience. In other cases, the title itself may focus on the wider impact and contribution of the study, and keywords that are highly technical are used to attract specialist researchers in the field. For example, an article with the title: Large igneous provinces and organic carbon burial: controls on global temperature and continental weathering during the Early Cretaceous has a keyword list that includes Belemnites; Oceanic Anoxic Events; Late Aptian cold snap. Another useful function of the keyword list is that diverting items to the keyword list can thin out an overcrowded title. Including all potential keywords in the title for the sake of search engine optimisation may overload the title with nouns. This tends to scatter the key message, as readers cannot decide where the central focus lies. For example, a title such as Simultaneous voltage and calcium mapping of genetically purified human induced pluripotent stem cell-derived cardiac myocyte monolayers does not make it easy for readers to quickly identify the central focus of the study while titlescrolling.

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Writing the Title

7.4. Check the Grammar of the Title It may sound obvious, but the title must make sense to the reader. The more nouns and compound nouns there are in the title, the harder it is to convey a clear message. Compound nouns are particularly problematic. They are attractive because they compress meaning and can give the impression of ‘ownership’ of a new or modified concept, but as they become longer, the overall grammar of the title and the relationships between each of the nouns becomes harder to control. The noun on the right-hand side of a compound noun is the only ‘real’ noun grammatically; nouns to the left of it have the same function as adjectives in that they modify that noun. As the compound noun becomes longer, the relationship between those nouns becomes harder to unravel:











· an oil can = a can whose purpose is to contain oil · an oil can opener = an opener for cans whose purpose is to contain oil · an oil can opener repair technician = a technician who is able to repair cans whose purpose is to contain oil · an oil can opener repair technician training programme = a programme to train technicians to repair openers for cans whose purpose is to contain oil · an oil can opener repair technician training programme funding problem = a problem with the funding for the training programme used to train technicians to repair openers for cans whose purpose is to contain oil

 

Another grammar issue in titles is the number of prepositions. Overloading the title with prepositions can make it grammatically unwieldy. For example, a title such as A filter with a model for the contrast sensitivity of the visual system for modeling human performance in detection tasks with different viewing angles is hard for the reader to deconstruct. Including some items in the keyword list instead of the title may resolve the problem. Prepositions also carry a high risk of ambiguity. Despite their lack of identifiable content, prepositions are not simply a type of glue to hold concepts together; they have a profound effect on meaning (see Section 2.5.2) and ambiguity resulting from careless preposition use is particularly damaging in 307

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the title. To minimise ambiguity, consider replacing prepositions with words that have an unmistakable meaning: Low-complexity domain interactions that control gene transcription is less ambiguous than Low-complexity domain interactions in gene transcription. How many prepositions are in the titles of articles in your target journals? Which prepositions are most common? Can you identify any ambiguities?

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7.5. Map and Model the Structural Content of the Titles in Target Articles



















· How many titles begin with A/An to communicate a new offer? · How many use a colon (:) to split the title?  If there is a colon, what is its function? It may be used to separate the general topic area from the focus or contribution of the paper: Life cycle inherent toxicity: a novel LCA-based algorithm for evaluating chemical synthesis pathways  Alternatively, it may separate a new term from its description or definition: GridSpice: a distributed simulation platform for the smart grid · How many include the method? 3D reconstruction of SOFC anodes using a focused ion beam lift-out technique · How many include purpose or applications? A random phased array device for delivery of high intensity focused ultrasound · How many include ‘happy words’ that show the value of the contribution? Cost-effective multimode polymer waveguides for high-speed on-board optical interconnects · How many include acronyms? Would every potential reader know what these acronyms refer to? · How many are aimed at a highly restricted microcommunity?

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7.6. Check that Expectations that the Title Suggests Are Fulfilled in the Paper The title should attract readers and encourage them to read your article, but it should not overstate or exaggerate the achievement of the study. The expectations set up by the title must be met in the paper itself. Given the need to publish research reasonably fast, it’s acceptable to use modal verbs (may/might/could) in some cases to suggest the direction of research or the eventual potential contribution: Diminished circadian rhythms in hippocampal microglia may contribute to age-related neuroinflammatory sensitization. Look at the titles of your target research articles and predict what you expect to understand or gain from the article. Then check the Conclusion. How correct was your prediction? Now evaluate the titles below using the following criteria: · · · · ·











Does the title predict the focus and content of the article? How many nouns are there in each title? Is the title easy for all targeted readers to understand? Is the title grammatically ambiguous? Is the contribution or potential application of the study clear from the title?

















 1. 3D reconstruction of SOFC anodes using a focused ion beam lift-out technique  2. A biomimetic, 4.5μW, 120+ db, log-domain cochlear channel with AGC  3. A brain controlled wheelchair to navigate in familiar environments  4. A computer algorithm for computing the tensile strength of float glass  5. A voltage-based STDP rule combined with fast BCM-like metaplasticity accounts for LTP and concurrent “heterosynaptic” LTD in the dentate gyrus in vivo  6. A multicommodity Eulerian-Lagrangian cell transmission model for en route traffic  7. A new procedure for analyzing the nucleation kinetics of freezing in computer simulation  8. Naïve pluripotency and global DNA hypomethylation w

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 9. Nanostructured anodes for solid oxide fuel cells 10. Pairwise decomposition of image sequences for active multi-view recognition 11. Patterns of primary care and mortality among patients with schizophrenia or diabetes: a cluster analysis approach to the retrospective study of healthcare utilization 12. A new system for crack closure in cementitious materials using shrinkable polymers 13. A novel technique for efficient live migration of multiple virtual machines 14. A random phased array device for delivery of high intensity focused ultrasound 15. Rapid and reliable assessment of the contrast sensitivity function on an iPad 16. Robocasting of structural ceramic parts with hydrogel inks 17. A ratchet mechanism for amplification in low-frequency mammalian hearing 18. A robust, data-driven methodology for real-world driving cycle development 19. A strategy for material supply chain sustainability: enabling a circular economy in the electronics industry through Green Engineering 20. Composition-dependent structural properties in ScGaN alloy films: a combined experimental and theoretical study 21. Connectivity reflects coding: a model of voltage-based STDP with homeostasis 22. Delamination control in composite beams using piezoelectric actuators 23. Development of inlaid electrodes for whole column electrochemical detection in HPLC 24. A finite rate of innovation algorithm for fast and accurate spike detection from two-photon calcium imaging 25. A molecular dynamics study of the Gibbs free energy of solvation of fullerene particles in octanol and water 26. Dissociating variability and effort as determinants of coordination 27. Electronic structure and local distortions in epitaxial ScGaN films 28. Impact and cost-effectiveness of new tuberculosis vaccines in low- and middle-income countries 311

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29. Investigating electronic structure and local distortions in epitaxial ScGaN films 30. Mathematical modeling of the circulation in the liver lobule 31. Penetration resistance of armor ceramics: dimensional analysis and property correlations 32. Polarized multispectral imaging in a rigid endoscope based on elastic light scattering spectroscopy 33. Population-level impact of active tuberculosis case finding in an Asian megacity 34. Sensory components in bacterial nitrogen assimilation 35. Treatment of pediatric melanoma patients with lasers 36. Unsteady flows in pipes with finite curvature

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UNIT 8 Checklist and Tips

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Almost all of the items in this checklist are discussed in detail elsewhere in the book and can be found by using the Writing Skills Index on page 345. The checklist deals with common writing issues and errors, and aligns with the following principles:













· The aim of writing is not to make it possible for the reader to understand what you have written. The aim is to make it impossible for the reader not to understand. · Data and information alone have no intrinsic or obvious function for the reader without a narrative. · Knowing WHAT to write is not the same as knowing HOW to write it. · The fact that you and your colleagues understand what you have written makes it harder for you to see potential ambiguities. · Good organisation and good writing can compensate for language errors, but error-free language does not compensate for poor organisation or poor writing. · Everything in the text, whether it is a research article, conference abstract, thesis or other text type, should be consistent with and lead towards the destination point — the ‘magnetic south’.

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8.1. Organising the Information Planning





· As a starting point, list the achievements of the study in order of importance, and identify the specific contributions of the study to or its impact on (i) knowledge, (ii) research and (iii) the real world. These will anchor the planning of each part of the research article, including the title. · Don’t let the keyboard force you to start typing before you are ready — getting lost in the middle of a paragraph or subsection wastes time and may result in a muddled, incoherent text. Step away from the keyboard and invest in time to plan the order of each section before you start typing whole sentences, otherwise you’ll commit to sentences that may not fit anywhere and waste valuable time trying to find a place for them. Effective, patient planning will increase both the speed and the quality of your writing. The value of the study: Identifying achievement, contribution, and impact Results and data do not speak for themselves and the achievement, contribution and impact of the study are not always obvious to the reader.





· Explicitly and consistently identify the achievement/s of the study using ‘happy’ words (e.g. a cost-effective method). Where possible, be specific about the contribution to research or society (e.g. opening a new direction in research, extending the range of potential applications, modeling epidemics more accurately), and explicitly state the potential impact of the study on research or society (e.g. a reduction in the spread of epidemics). · The achievement and contribution may overlap or be identical, and some studies have no easily identifiable impact or applications; nevertheless, there should be an explicit and consistent take-home message about the value of the study. 315

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Creating subsections and their subtitles Check that the way you have divided the text into subsections is helpful to the reader and that the subtitles accurately represent the content of the subsection. Use the keywords in the subtitle as early as possible in the subsection, and lead from those keywords. Ordering information Don’t jump directly from very general information to very specific/technical information, particularly at the start of a subsection. The space between a full stop and the next capital letter is a dangerous space for you and for your reader. There’s thinking time in there, and a desire to move on to the next piece of information without really considering how it relates to the previous sentence. Link information logically and coherently using the Sentence startup suggestions on page 318. Wrapping the information in a narrative Make sure that all potential readers know what the information is doing, not just what it is saying. Is its function to introduce a description of a problem/ solution? Is it an example of something positive — or something negative? Consider the magnetic south, i.e. where your text is going, and show the reader the direction of travel by commenting on data and information rather than just stating it. For example, don’t just provide data in ‘naked numbers’; add evaluative comments such as only 43% or as high as 43% to show what the data means in the context of the study. Relevance: Make sure the reader knows why you are writing each sentence The fact that you know why the sentence is relevant does not ensure that the reader knows. Consider a potential ‘so what?’ question in the reader’s mind at the end of a sentence. These questions can be resolved by adding phrases such as ‘suggesting that.../which means that...’.

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Checklist and Tips

Assumptions As research becomes more interdisciplinary, non-specialist readers may want or need to access your research. Consider the range of potential readers now and in the future and what assumptions you can make about their knowledge of the topic, as well as their recall of earlier parts of your research article (which they may not have even read). If not, your document may remain locked inside your research microcommunity. Paragraphing Plan the function of each paragraph and order the paragraphs logically before you start writing.







· Avoid whole-page paragraphs and clusters of short or single-sentence paragraphs. Average paragraph length in research journals is 150–170 words. · A paragraph which has a single function is more successful and easier to write and read than one with multiple functions. Too many ideas floating about in a paragraph make it hard for the writer to complete the paragraph coherently, and make it hard for the reader to understand what the paragraph is doing. · Where possible, start the paragraph with a narrative entry statement that communicates the function of the paragraph.







Examples: We now consider the connection between… To address this question, we used… Taken together, these studies suggest that… There are two potential alternatives to such an approach… · Avoid making statements early in the paragraph that won’t make sense until the reader sees the rest of the paragraph. Consider reversing the order. · Don’t add loose sentences, i.e. sentences that are irrelevant to the function of the paragraph but that you include because they were in your notes or were suggested by a colleague. If a sentence doesn’t fit with the function of the paragraph, delete it or create a narrative around it that respects the function of the paragraph. 

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8.2. Creating Sentences Ordering the information in the sentence Known information generally comes first and is used as a platform for launching new/unknown information later in the sentence. This facilitates sentence-to-sentence linkage, as the new information towards the end of the sentence then becomes the known/old information on which to build the next sentence. Sentence start-up The way sentences start is crucial to the readability of the text.







· Connect sentences by starting the sentence with an overlapping repeat, a pro-form such as This/These + noun, or a signalling connector such as However. · Identify important information by beginning sentences with language such as Interestingly,/Remarkably,/It is noteworthy that/It should be emphasised that/It is important to note that. · The way you start a sentence provides a ‘frame’ that helps the reader to process the content. Avoid beginning sentences with -ing forms (see pages 324–325) or prepositions (especially for and with). Sentence length and density The reading speed of the eye should correlate reasonably well with the processing speed of the brain. If the reader frequently needs to re-read overlong and over-dense sentences, this will slow them down. Consecutive long sentences are particularly problematic.







· Average sentence length in most journals is between 20–26 words. · The longer the sentence, the harder it is for the writer to control the grammar and avoid ambiguity. · Over-long sentences become ‘flat’; the important part becomes submerged in the crowd and the reader cannot see where the principal focus lies. w

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Checklist and Tips







· Over-long sentences contain so many components that the relationship between each component becomes hard for the writer to manage and hard for the reader to understand. · Over-dense sentences pack so many nouns and prepositional phrases in that the main verb becomes obscured. · Risk factors in over-long sentences include more than one and, more than one which, too many prepositions, and too many nouns.

Error example: We found an increase in demand and deployment of non-renewable energy sources. Did the writer find that demand and deployment of non-renewable energy sources both increased, or is the writer simply saying that two different things were found: (1) an increase in demand and (2) deployment of non-renewable energy sources — but the latter did not increase? ­











Error example: Exploration risk in most inverted rift basins is related to uncertainties which stem from a poor understanding of the structural style and distribution of inversion structures, which are controlled by the presence and orientation of pre-existing structures and the magnitude and orientation of shortening stress.  Error example: This paper presents the fundamental framework to facilitate transition from traditional deterministic to innovative probabilistic electricity grid operating and design standards, through the paradigm shift in the provision of security from redundancy in assets to exploiting emerging Smart Grid technologies and advanced control systems. · and and or can drag things with it that you don’t want, or fail to drag things that you do want, creating ambiguity. 

Signalling connectors Signals such as moreover and therefore are not just glue to join ideas or sentences together; they are emphatic, and have specific and restricted meanings. The wrong signalling connector means that the reader sets off in the wrong direction and the text becomes unintelligible.

· When you begin a sentence or clause with therefore, ask yourself: is it really a direct consequence or result of the previous sentence or 319

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clause? Sometimes the consequence is clear in your head but not on the page.







Error example: The most important phenomenon is the breakup length, and therefore an electrical conductivity probe technique was used to calculate breakup length. · When you begin a sentence or clause with for example, does it really illustrate or stand as an example of the general statement in the previous sentence? · When you begin a sentence or clause with in other words, is it really the same thing in other words? 

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8.3. Grammar and Vocabulary Verb tense





· Verb tense is a choice made by the writer to communicate the function of the information in the sentence. We found that x occurred is simply a report of your findings, whereas We found that x occurs means that your findings can be considered as facts; the Present Simple tense is higher risk, but has more power. · If you switch to a different tense, make sure that you and the reader both know why. Owning your contribution: Passive use and impersonal/ non-human grammatical subjects





· Agentless passives (was done, was studied without ‘by X’) do not make it clear who actually ‘did’ the verb. Identify the agent by using words or phrases like here/in that study/in our model/in their approach. · Placing a passive verb at the end of a long sentence requires the reader to wait until the end of the sentence to discover what happened.







Error example: Images and patient data from seventeen patients who were suspected of having PH and who had also undergone cardiac MRI and right-sided heart catheterization between 2002 and 2008 were retrospectively reviewed. · The impersonal use of we/us/our can refer to ‘everyone in my field’ or even ‘everyone in the world’. This can cause ambiguity if you also use we/us/our in other sentences to refer to yourselves as authors. Instead of We can now design proteins with many functions to refer to ‘everyone in my field’, consider It is now possible to design proteins with new functions. · Own your own work and contribution. Sentences with non-human grammatical subjects may risk your work being interpreted as common knowledge or other researchers’ contributions. In the sentence Theoretical modelling suggests formation of these bonds can be strongly reduced by coating the receptors on the nanoparticles it is not clear whether or not it was the writers who carried out the modelling. 

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Similarly, in a sentence beginning It is argued that this rate law is consistent with reaction mechanisms… it is likely that the authors are referring to themselves, i.e. We argue that…, but the sentence could also mean It is argued by others that… Note that sentences like this are particularly dangerous in the Abstract. Indefinite and definite articles

· Watch out for errors that are invisible, i.e. when both a and the are grammatically correct but the choice will affect the meaning.







Example: The cords should be connected to φ /the two outlets. · Use the to communicate shared knowledge. · Check for uncountable nouns that you are using countably, e.g. steel, environment, technology and therefore which potentially need an article. 

Prepositions Prepositions can change the meaning: evidence of  vs. evidence for; improved up to 3 times vs. improved by up to 3 times.





· Don’t use a preposition to do the work of content words; consider replacing it with real words, particularly at the start of the sentence. Instead of From this estimation we changed the temperature of the sample, try Using this estimation we changed the temperature of the sample. · Mine recent research in your field to find subject-specific verb + preposition clusters such as:















normalised FOR exon length performed AT quasi-static rates  performed ON tissue samples  placed UNDER vacuum · with has a wide range of meanings and often causes ambiguity. Consider replacing it with one of the following: using, having, in combination with, together with, as a result of, at the same time as. · Strings of prepositional adverb phrases create serious ambiguity. 

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Checklist and Tips









Error example: We apply [in A] the concept [of B] [to C] [through D] [with E] to constrain the timing [of F] [for G]. ‘We apply in this approach the concept of host rock to intrusive relationships through seismic-stratigraphic analysis with conventional biostratigraphic dating to constrain the timing of the events for the first time.’ · The location of the prepositional phrase ‘for the first time’ may make it difficult to identify the real novelty of a study. 

Error example: X-ray imaging was used to measure contact angles within oil-bearing rocks at reservoir conditions for the first time. Is this the first time x-ray imaging has been used to measure contact angles? The first time it has been used to measure contact angles within oil-bearing rocks? The first time it has been used to measure contact angles within oil-bearing rocks at reservoir conditions?

Subject-verb agreement









· Check singular/plural agreement if the subject is not next to the verb. · Check whether the subject can actually perform the action of the verb, i.e. that the subject-verb agreement is logically possible. Error example: The nature of the problem decided how to resolve it.

Reference







· Add a noun to this/these/that/those (e.g. this system/model/theory) so that the reader knows what you are referring to, especially at the start of a sentence or paragraph. · Replace it/which/this etc. with the noun or phrase it refers to if there is more than one possibility. · Check for ambiguity. Where does the referent of your it/which/this etc. begin and end? Is that clear to the reader? Adverb location Some adverbs such as just, only, simply change the meaning or focus of the information depending on their location. In the table below, match sentences 1–6 with their meanings to see how this works. 323

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1 Only we analysed models that can simulate the patient’s molecular response.

A The models we analysed were not able to do anything else apart from simulating the patient’s molecular response.

2 We only analysed models that can simulate the patient’s molecular response.

B The models we analysed were able to simulate just one parameter (the patient’s molecular response), but not others.

3 We analysed only models that can simulate the patient’s molecular response.

C No other researchers analysed models that can simulate the patient’s molecular response.

4 We analysed models that can only simulate the patient’s molecular response.

D The patient had just one molecular response, and we analysed models that can simulate it.

5 We analysed models that can simulate only the patient’s molecular response.

E We didn’t analyse any other models apart from those that can simulate the patient’s molecular response.

6 We analysed models that F We didn’t do anything else apart from can simulate the patient’s analysing models that can simulate only molecular response. the patient’s molecular response. (Answer: 1 = C, 2 = F, 3 = E, 4 = A, 5 = B, 6 = D) -ing ambiguity



w





· -ing forms are inherently ambiguous in that they exhibit no verb tense or singular/plural marker. In the following sentence it is not clear whether the deposits or the processes are doing the producing. It is also not clear what exactly is doing the encapsulating. Error example: MTCs are deposits resulting from creep, slide, slump and flow processes producing a variety of rheological units

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









and strain sequences encapsulating extensional, translational and compressional domains. Similarly, in the following sentence it is not clear whether the small Stokes shift, high fluorescent quantum yields and sharp excitation and emission peaks are doing the contributing, or just the sharp excitation and emission peaks… or perhaps just the emission peaks.  Error example: These dyes are notable for their small Stokes shift, high fluorescent quantum yields and sharp excitation and emission peaks contributing to overall brightness. · -ing forms also have a range of possible meanings, adding to their inherent ambiguity. Error example: Membranes remain flat storing elastic curvature stress. (by storing? when storing? thereby storing?)

In sentences 1–3 below, consider how many of the meaning options A–J could exist for each -ing: A B C D E F G H I J

by [verb]ing as a result of [verb]ing on the basis of [verb]ing when [verb]ing thereby [verb]ing therefore verbing which is/are capable of [verb]ing which/that [verb] if we/it/they [verb] because it/they [verb]







1. The ions are coordinated by the C2 domain and by the phospholipids forming a ternary complex. 2. These dyes are notable for their small Stokes shift, high fluorescent quantum yields and sharp excitation and emission peaks contributing to overall brightness. 3. The lipids can influence protein functions indirectly altering the biophysical properties of the membrane.

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Science Research Writing

Avoid over-simple/weak verbs — they have too many possible meanings

 

have = possess, contain, include get = obtain, achieve, become bring = provide, yield, cause keep = retain, maintain, conserve spread = distribute, diffuse, scatter, extend Vocabulary accuracy

Terminology should be used consistently. A tool should not become a strategy and then a device and then an approach and then a methodology and then a framework and then a technique.

· The thesaurus is not your friend, and it is the global writer and reader’s enemy. No two words have exactly the same meaning in every context so there is no such thing as a perfect synonym. This means that the word you choose as an alternate may have a broader scope than the original word or it may be more negative/positive/neutral than the original word. A non-native writer risks choosing a thesaurus option whose meaning is so distant from the original word that the reader does not recognise it as an alternate. noticeable is not the same as conspicuous. famous is not the same as well-known. Don’t be afraid to repeat the same word or phrase if that makes reading easier.





Example: Most studies have focused on a deep steady state of general anesthesia and have not used a systematic behavioral measure to track the transition into unconsciousness. This steadystate approach cannot distinguish between patterns that are characteristic of a deeply anesthetized brain and patterns that arise at the onset of unconsciousness. Unconsciousness can occur in tens of seconds, but many neurophysiological features continue to fluctuate for minutes after induction. · Use Google Scholar to check whether your use of technical terms or phrases is accurate and current. First put the term into Google Scholar in quotation marks (“) to check where, when and how many times that 

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·



·



·



·



·

exact phrase appears in the literature; then enter the same term again without quotation marks and compare the two sets of data. New terminology is created very quickly in science, and the term you have been using may have been superseded or steamrollered by an influential research group who are naming it differently. Keep checking. comprise/consist of/be made up of/be composed of are followed by a list or description of all the components, whereas include is followed by a list or description of a selection of the components. respectively means in the same order as just mentioned: T helper and T suppressor cells are restricted by the A and E molecules respectively. Joining two or more words with a hyphen makes them act as a single concept to describe the noun that follows them. Thus, We used five centimetre-wide layers means that we used five layers, each of which was one centimetre wide, whereas We used five-centimetre wide layers means that each layer we used was five centimetres wide. Make sure you know the difference between the following pairs:

alternately and alternatively

alternately = one after the other or in sequence alternatively = on the other hand, instead or as an alternative

beside and besides

beside = next/close to besides = apart from/in addition to

criterion and criteria criterion is the singular form criteria is the plural form different and various different = not the same various = a range of e.g. and i.e.

e.g. = for example i.e. = in other words

effective and efficient

effective = it works efficient = it works well

phenomenon and phenomena

phenomenon is the singular form phenomena is the plural form

to adapt and to adopt

to adapt = to modify/adjust to adopt = to choose to use/follow

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to affect and to effect

to affect = to influence/to have an effect on to effect = to cause/bring about

to imply and to infer

to imply = to suggest, to indicate to infer = to conclude, to deduce

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Checklist and Tips

8.4. General Ownership: Make sure the reader knows who is ‘speaking’ Is this statement your own hypothesis/explanation? Is it a known truth? Will the reader know which of those it is? Is a citation needed? The certainty continuum and modal verbs Use language that accurately communicates how committed you are to your interpretation of your results and their implications. You can choose language that tells the reader that you are certain or you can choose language that tells the reader you are merely speculating; what is essential is that the language you choose follows logically from the results or achievements of the study. Citations Locate citations at the appropriate place in the sentence. Placing a citation reference at the end of the sentence (or stacking all the citations there) can cause ambiguity about who did what. Self-edit lexical writing tics such as indeed/in fact/basically/ clearly Self-edit punctuation-related writing tics such as parentheses, dash pairs, multiple commas Many writers have a punctuation-related writing tic. Some overuse parentheses, others overuse commas, semicolons or pairs of dashes.

· If your tic is overusing pairs of dashes, note that the meaning of a pair of dashes is not obvious, particularly to international readers. Consider translating what you mean by the dash pairs into language.

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· If your tic is overusing parentheses, remember that if something is important enough to include, perhaps it should not be in parentheses…and if it is not important enough to include, perhaps it should not be there at all. · If your tic is overusing commas, note that using commas to include more information in the sentence may result in an over-long or rambling sentence. Consider breaking the information into separate, well-linked sentences. Finally, the most important advice of all: Whatever type of document you are planning to write, use the strategy in this book to reverse engineer some recently-published examples in order to generate a robust, reliable model.

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Sources and Credits

The author wishes to acknowledge and thank the following. Note that because extracts from published papers are presented as examples of good writing, graphics are not generally included. For simplicity, all titles have been standardised with respect to capitalisation.

















1. Hyland, K. (2016). Academic publishing and the myth of linguistic injustice. Journal of Second Language Writing Vol. 31: 58–69. 2. Rennie, D. (1998). The present state of medical journals. The Lancet Vol. 352, Supplement 2: S18–S22. 3. Skelton, J.R. and Edwards, S.J.L. (2000). The function of the discussion section in academic medical writing. BMJ 320: 1269. 4. Renear, A.H. and Palmer, C.L. (2009). Strategic reading, ontologies, and the future of scientific publishing. Science Vol. 325, Issue 5942: 828–832. 5. Pop, M. and Salzburg, S.L. (2015). Use and mis-use of supplementary material in science publications. BMC Bioinformatics Vol. 16, Article Number 237. 6. http://www.nature.com/nature/authors/submissions/final/suppinfo.html. 7. Nickerson, R.S. (1999). How we know — and sometimes misjudge — what others know: imputing one’s own knowledge to others. Psychological Bulletin Vol. 125, Issue 6: 737–759. 8. Rennie, D. and Flanagin, A. (1992). Publication bias: the triumph of hope over experience. JAMA Vol. 267, Issue 3: 411–412.

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Science Research Writing

Index of Extracts

 a.



 b.



 c.

 e.





 d.



 

  f.



 g.



 h.



 

  i.

w



 

  j.

Lewis, L.D. et al. (2012). Rapid fragmentation of neuronal networks at the onset of propofol-induced unconsciousness. Proceedings of the National Academy of Sciences of the United States of America Vol. 109, No. 49: E3377– E3386. Burrows, P.E. et al. (1995). Organic vapor phase deposition: a new method for the growth of organic thin films with large optical non-linearities. Journal of Crystal Growth Vol. 156, Issues 1–2: 91–98. Noisa, P. et al. (2012). Identification and characterisation of the early differentiating cells in neural differentiation of human embryonic stem cells. PLoS ONE Vol. 7, Issue 5: e37129. Scott, T.B. et al. (2011). The oxidative corrosion of carbide inclusions at the surface of uranium metal during exposure to water vapour. Journal of Hazardous Materials Vol. 195: 115–123. Cotter, A., Srebro, N. and Keshet, J.A. (2011). A GPU-tailored approach for training kernelized SVMs. KDD’11: Proceedings of the 17th ACM SIGKKD International Conference on Knowledge Discovery and Data Mining, San Diego, California, USA, August 2011: 805–813. Wrighton, P.J. et al. (2014). Signals from the surface modulate differentiation of human pluripotent stem cells through glycosaminoglycans and integrins. Proceedings of the National Academy of Sciences of the United States of America Vol. 111, No. 51: 18126–18131. Clarke, T. et al. (2009). Evaluation of the damage detection capability of a sparse-array guided-wave SHM system applied to a complex structure under varying thermal conditions. IEEE Transactions on Ultrasonics, Ferroelectrics, and Frequency Control Vol. 56, Issue 12: 2666–2678. Zhang, P. et al. (2010). Silica encapsulated heterostructure catalyst of Pt nanoclusters on hematite nanocubes: synthesis and reactivity. Journal of Materials Chemistry Vol. 20, Issue 10: 2013–2017. Le Rouzic, J. and Reddyhoff, T. (2014). Spatially resolved triboemission measurements. Tribology Letters Vol. 55, Issue 2: 245–252. Górka, B. et al. (2006). Influence of electrodes on the photon energy deposition in CVD-diamond dosimeters studied with the Monte Carlo code PENELOPE. Physics in Medicine & Biology Vol. 51, No. 15: 3607–3623.

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Sources and Credits

Norori-McCormac, A. et al. (2017). The effect of particle size distribution on froth stability in flotation. Separation and Purification Technology Vol. 184: 240–247.   l. Shelburne, K.B., Torry, M. and Pandy, M.G. (2005). Effect of muscle compensation on knee instability during ACL-deficient gait. Medicine and Science in Sports & Exercise Vol. 37, Issue 4: 642–648. m. Andrew, M., Bijeljic, B. and Blunt, M.J. (2014). Pore-scale contact angle measurements at reservoir conditions using X-ray microtomography. Advances in Water Resources Vol. 68, pp 24–31.  n. Boldrin, P. et al. (2015). Nanoparticle scaffolds for syngas-fed solid oxide fuel cells. Journal of Materials Chemistry A Vol. 3, Issue 6: 3011–3018.  o. Asner, G.P. et al. (2014). Amazonian functional diversity from forest canopy chemical assembly. Proceedings of the National Academy of Sciences of the United States of America Vol. 111, No. 15: 5604–5609.  p. Springer, H. and Raab, D. (2012). Rapid alloy prototyping: compositional and thermo-mechanical high throughput bulk combinatorial design of structural materials based on the example of 30Mn–1.2C–xAl triplex steels. Acta Materialia Vol. 60, Issue 12: 4950–4959.  q. Da Silva, S. et al. (2014). Stress disrupts intestinal mucus barrier in rats via mucin O-glycosylation shift: prevention by a probiotic treatment. American Journal of Physiology-Gastrointestinal and Liver Physiology Vol. 307, Issue 4: G420–G429.   r. Salisbury, E. et al. (2011). Sensory nerve induced inflammation contributes to heterotopic ossification. Journal of Cellular Biochemistry Vol. 112, Issue 10: 2748–2758.   s. Nicola, W., and Clopath, C. (2017). Supervised learning in spiking neural networks with FORCE training. Nature Communications 8, Article Number 2208.   t. Kumar, S. et al. (2006). Global analysis of protein tyrosine phosphatase activity with ultra-sensitive fluorescent probes. Journal of Proteome Research Vol. 5, Issue 8: 1898–1905.  u. Le Formal, F. et al. (2015). Rate law analysis of water oxidation on a hematite surface. Journal of the American Society Vol. 137, Issue 20: 6629–6637.   v. Thorneycroft, J. et al. (2018). Performance of structural concrete with recycled plastic waste as a partial replacement for sand. Construction and Building Materials Vol. 161: 63–69.  w. Hou, S.-X., Maitland, G.C. and Trusler, J.P.M. (2013). Measurement and modeling of the phase behavior of the (carbon dioxide + water) mixture at















 

 









 

 



 k.

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 y.

 cc.





bb.

‐

dd.



aa.





  z.

temperatures from 298.15 K to 448.15 K. The Journal of Supercritical Fluids Vol.73: 87–96. Arichi, T. et al. (2013). Computer-controlled stimulation for functional magnetic resonance imaging studies of the neonatal olfactory system. Acta Pædiatrica Vol. 102, Issue 9: 868–875. Glaros, K.N. and Drakakis, E.M. (2013). A sub-mW fully-integrated pulse oximeter front-end. IEEE Transactions on Biomedical Circuits and Systems, Vol. 7, Issue 3: 363–375. Warner, M. et al. (2013). Anisotropic 3D full-waveform inversion. Geophysics Vol. 78, Issue 2: R59–R80. Schofield, N. et al. (2014). Mobilizing salt: magma-salt interactions. Geology Vol. 42 No. 7: 599–602. Chen, L. et al. (2010). A hybrid displacement estimation method for ultrasonic elasticity imaging. IEEE Transactions on Ultrasonics, Ferroelectrics, and Frequency Control Vol. 57, Issue 4: 866–882. Reichenbach, T. and Hudspeth, A.J. (2010). A ratchet mechanism for amplification in low-frequency mammalian hearing. Proceedings of the National Academy of Sciences of the United States of America Vol. 107, No. 11: 4973–4978. Santocildes Romero, M.E. et al. (2015). The osteogenic response of mesenchymal stromal cells to strontium substituted bioactive glasses. Journal of Tissue Engineering and Regenerative Medicine Vol. 9, Issue 5: 619–631. Maskery, I. et al. (2017). An investigation into reinforced and functionally graded lattice structures. Journal of Cellular Plastics Vol. 53, Issue 2: 151–165. Knehr, K.W. et al. (2012). A transient vanadium flow battery model incorporating vanadium crossover and water transport through the membrane. Journal of the Electrochemical Society Vol. 159, No. 9, A1446–A1459. Debens, H.A. et al. (2015). Global anisotropic 3D FWI. SEG Technical Program Expanded Abstracts 2015: 1193–1197. Oñativia, J., Schultz, S.R. and Dragotti, P.L. (2013). A finite rate of innovation algorithm for fast and accurate spike detection from two-photon calcium imaging. Journal of Neural Engineering, Vol. 10, No. 4. Sheridan, C.M. et al. (2018). The Plasmodium falciparum cytoplasmic translation apparatus: a promising therapeutic target not yet exploited by clinically approved anti-malarials. Malaria Journal Vol. 17, Article Number 465, http://creativecommons.org/licenses/by/4.0/. ‐

 x.



Science Research Writing

gg.



 ff.





ee.



hh.



 ii.

w

334

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Sources and Credits



 jj.



kk.



 ll.

Poulichet, V. and Garbin, V. (2015). Ultrafast desorption of colloidal particles from fluid interfaces. Proceedings of the National Academy of Sciences of the United States of America Vol. 112, No. 19: 5932–5937. Sprick, R.S. et al. (2015). Tunable organic photocatalysts for visible-light-driven hydrogen evolution. Journal of the American Chemical Society Vol. 137, Issue 9: 3265–3270. Onwudili, J.A. (2015). Influence of reaction conditions on the composition of liquid products from two-stage catalytic hydrothermal processing of lignin. Bioresource Technology Vol. 187: 60–69.

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Appendix A: Prefixes Used in Science Writing

PREFIX aananteantiautobicentchromchroncirccocontracountercryptdedidisdisequiforeheterohomo-

MEANING not not before against self two hundred/hundredth colour time around with/together against against hidden apart/away two apart/away not equal before different same

EXAMPLES asymmetrical, atypical anaerobic, anhydrous antechamber, antenatal antimicrobial, antioxidant autonomous, autocorrect binary, bicarbonate centigrade, centimeter chromatic, chromosome chronological, chronometer circulate, circumnavigate coauthor, coordinate contraflow, contraindicate counteract, counterpoint cryptocurrency, cryptography decompose, dehydrate dichloride, dioxide dislocate, disintegrate dissimilar, disadvantage equivalent, equilateral foreknowledge, forecast heterogeneous, heterosexual homogeneous, homosexual 337

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above/more under/below not bad/badly not not under/below between into/inside not equal thousand bad/badly large/million change thousandth wrong one/single many billionth/very small new not too/excessively similar many after before first first again backwards half under/below above/more

hyperhypoilillimininfrainterintririsokilomalmegametamillimismonomultinanoneononoverparapolypostpreprimprotoreretrosemisubsuper-

hyper-heuristic, hypertension hypoallergenic, hypothermia illogical, illegal ill-defined, ill-judged impure, immaterial inaccurate, inconsistent infrared, infrastructure interdisciplinary, interface intravenous, introduction irreversible, irrelevant isometric, isotherm kilogram, kilowatt malformed, malfunction megabyte, megadose metadata, metastasis millisecond, millimeter miscalculate, misjudge monomer, monotone multilayer, multicellular nanotube, nanomaterials neonatal, neoblast nonexistent, non-standard overheat, oversimplify paramedic, parapsychology polysaccharide, polycystic post-processing, postgraduate preexisting, pretest primitive, primordial prototype, protoplasm review, revise retrofit, retrovirus semiconductor, semicircle subset, subtitle superconductor, supersonic

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Prefixes Used in Science Writing

teleununi-

far/distant not one/single

telemetry, telescope unusual, unsuitable unicellular, uniform

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Appendix B: Research Verbs

able to accompany accord with account for achieve acquire adapt address adjust administer adopt affect align allow alter analyse appear to apply argue arise from arrange ascribe assemble assess assume

attach attempt attribute avoid be confined to bisect calculate calibrate carry out categorise cause challenge change characterise choose claim clarify collect combine compare compare well with compensate for complement compute concentrate on

conclude conclude that conduct confirm conflict with connect consider construct contains contradict contribute to control converge convert correlate with correspond to corroborate couple create deal with decline decrease deduce define delay

demonstrate derive describe design detect determine develop deviate from devise differ discard discover discuss display disprove distribute divide document drive drop eliminate embed emphasise employ enable

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encase enclose enhance ensure establish estimate evaluate examine exceed exclude exhibit exist expand explain explore expose extend extract fabricate facilitate fall fall short of fasten filter find fit fix focus on formulate generalise generate give rise to govern guarantee help to

w

highlight hypothesise identify ignore illustrate immerse implement imply improve include incorporate increase indicate infer influence initiate input insert install interpret intersect introduce invert investigate isolate join know lag behind lead lead to limit list locate maintain match

maximise mean measure mention minimise mirror miscalculate misjudge misunderstand model modify monitor mount neglect normalise note observe obtain occur offer operate optimise organise orient originate in outline outperform overcome overlook pave the way for peak perform permit place plot

point out position postulate precede predict prepare present prevent process produce propose prove provide provide a first step provide a framework provide evidence of provide insight into provide support for purchase put forward quantify reach recognise recommend record recover reduce re-examine refine reflect refute regulate reinforce remain

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Research Verbs

remove repeat replicate report represent require resemble resolve restrict result from result in resume retain retrieve reveal

review revise rise rule out sample seem to select separate serve as set out shed new light on show signify simplify simulate

situate solve space speculate stabilise state streamline study substantiate substitute succeed suffer from suggest summarise supply

support surround synthesise take place test theorise track transfer treat use utilise validate vary verify yield

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Writing Skills Index

Citations 9–11, 83, 84, 198–201, 287 Modal verbs 230–241 Owning your contribution 321, 322 Paragraphing 65–68, 317 Passive/active choices 64, 65, 113–115, 321 Prepositions 115–120, 307, 308, 322, 323 Sentence length and density 58, 266, 318, 319 Sentence start-up, sentence-to-sentence linkage, linking sentences  together 56–61, 88, 318 Signalling connectors 59–61 The certainty continuum 179, 182–186, 328 The narrative wrap 13, 14, 191, 316 The reverse-engineering approach xvii, xviii, Section 1.2 Using a and the 121–126 Verb tense choices 6, 15, 52–55, 113, 155, 164, 201, 204, 259, 260, 286, 287

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Language Index

a factor in 183 a few 173, 174 a great deal 173 a little 173, 174 a need for 226, 291 a number (of) 46, 290 a version of 109 able to 51, 225, 229–233, 291, 294 abrupt 172 absent 49 abundant 173 acceptable 111, 172, 180 according to 109, 169 accurate 51, 107, 108, 175, 225 adequate 172 advantage 46, 51, 107, 225 affordable 294 after 105, 106 afterwards 105, 106 aim 51, 107 almost never 177 almost the same 109

alternative 49, 68, 222, 291, 327 although 49, 61, 110 always 108, 176 analogous to 222 apparent 170 apparently 182 appealing 225 applicable 227 appreciable 173 appreciably 173, 174 appropriate 172, 225, 227 appropriately 108 approximately 173, 174 as a result 60 as a rule 176 as can be seen from/in 169 as described by/in 109 as detailed by/in 109 as expected, 179 as explained by/in 109 as far as possible 111, 180 as few as 173, 174 as for 61 as in 109, 114

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as often as not 175, 177 as proposed by/in 109 as reported by/in 109 as soon as 105, 106 as suggested by/in 109 as to 61 associated with 183 at first 105 at least 108, 173 at no time 177 at once 105, 106 at present 226 at that point 105, 106 at the beginning 105 at the end 105, 106 at the same time 105, 106 at the start 105 at times 177 attractive 46, 225 barely 172–174 barely ever 177 based on 290 because 59 beforehand 103–105 below 101, 102 beneficial 46, 175, 225, 226 benefit 46 both/all 108 brief 172 broadly 172, 179 by and large 172 by contrast 60 carefully 108 cause 46, 125, 183, 184, 293 central 46, 290 challenge 46, 48, 49, 222, 291 w

challenging 46 clearly 170 close 101, 170, 173, 174 commercially available 100 common 46, 290 commonly 46, 176 comparable 172, 179, 222, 294 comparatively 172, 179 compelling 182, 225 completely 108 complicated 49, 291 confidence 182 consequence 181, 183, 184 consequently 60 considerable 46, 173 considerably 173, 174 consistent 107, 172, 179, 222, 294 constant 171 constantly 108 contrary to 179, 222 controversial 49, 50 convenient 225 convincing 225 correct 225 correctly 108 cost-effective 46, 225, 294 costly 49 critical 291 crucial 46, 225 current 46 currently 181, 226, 290 debate 291 defect 49 deficient 49 desirable 291 despite 49, 61, 180

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Language Index

did not align precisely 111 difficult to 111, 180 difficulty 49, 291 direct 107, 225 directly 105, 106, 108 disadvantage 49, 291 disappointing 49, 181 distinct 172, 222 dominant 290 doubtful 49 dramatic 46, 172, 225, 294 drawback 49, 291 due to 59, 182, 183 each/every time 176 earlier 105, 1056 easily (over/under) 173, 174 easy 107, 225 economical 225 effective 51, 175, 225, 294, 327 effectively 172, 179 efficient 51, 175, 225, 294, 327 emerging 46, 250 encouraging 225, 226 entirely 108, 225 equal 171 equivalent 172 essential 46, 291 essentially 109, 172, 179 even (higher/lower) 173, 174 even so 61 even though 61 eventually 105, 106, 227 every/each 108 evident 170, 182 evidently 182 exact 225, 294

exactly 108 excellent 107, 225 except for 109, 110, 222 exceptional 225 exceptionally 173, 174 excessive 172 exciting 225 expensive 49 extensive 172 extensively 46 extraordinary 225 extremely 169, 173, 174 fairly 111, 173, 174, 180, 182 fairly well 180 false 49 far (more/less) 173, 174 far from (ideal) 49 favourable 225 feasible 225, 227 few 50, 173, 174 fewer (than) 173, 174 finally 105, 106 firmly 108 first time/first of its kind 222 firstly 105 flaw 49 flexible 225 focus on 46, 47 followed by 105, 106 following 105, 106, 107, 109, 110 for (the sake of) simplicity 107 for brevity 107 for convenience 107 for many years 46 for maximum effect 107 formerly 105, 106 349

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“9x6” b3779  Science Research Writing

Science Research Writing

imperfection/s 181 importance 46 important 46, 68, 107, 172, 225 impossible 111, 180, 235–237 impractical 111, 80, 291 improved 294 in accordance with 109, 179, 222 in addition 61, 327 in advance 105 in agreement with 222 gap 49 in an attempt to 107 generally 172, 176, 290 in conflict with 222 gently 108 in contradiction to 179 global 46 in contrast 60, 179, 222 goal 51, 68 in due course 106, 227 gradual 172 in essence 110 great potential 46 in fact 329 greater (than) 173 in future 227 growth in popularity 46 in general 172 habitually 176 in good agreement (with) 222 hard to 49, 111, 180 in line with 110, 179, 222 hardly 173, 174 in order to 68, 107 hardly ever 176, 177 in part 182 hence 60 in principle 110, 172 higher 171–174 in progress 181, 226 highest 171 in some cases 173, 174 holds promise 226 in spite of 61 however 49, 60, 61, 110 in the beginning 105 ideal 50, 111, 181 in the end 105, 106 identical 108, 109, 171, 179, in the main 172 222, 293 in the meantime 105, 106 immaterial 111, 180 in the second place (etc.) 61 immediately 102, 105, 106, 108 in view of (the fact that) 59 imperceptible 173, 174 in/from fig. 1 (it can be seen that) 170 fragile 49 frequent/ly 46, 108, 176, 290 freshly 108 from time to time 177 fruitful 226 fully 51, 108 fundamental 46, 290 fundamentally 222 furthermore 61

w

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b3779  Science Research Writing

Language Index

inaccurate 49, 291 inadequate 49, 172, 291 incapable (of) 49 incompatible 49 incomplete 50 inconsistent 49 inconvenient 49, 291 incorrect 49 increase 46, 171, 293 increasing 290 indeed 329 independently 108 individually 108 ineffective 49 inefficient 49 inevitable 180 inevitably 111, 180 inferior 49 inflexible 49 infrequently 177 initially 105 innovation 51 insignificant 180 inspection of figure 1  indicates 170 instantly 105, 106 instead of 110 insufficient 49 intention 51 interesting 46 interestingly, 172, 318 intriguingly, 172 intuitive 225 invaluable 225 invariably 176 it appears that… 182, 184

it could be inferred that… 182 it has recently been shown  that 290 it is [fairly/abundantly] evident  that… 182 it is [very/highly] probable/likely  that… 182 it is conceivable that… 224 it is known that 290 it is logical that… 182 it is noteworthy that… 172, 318 it is reasonable to assume  that… 224 it is recognised that 111 it is thought/believed that… 182 it is widely accepted that 290 it is/seems possible that… 50 it may (well) be that… 182 it may be concluded that… 182 it may/can be assumed that… 182 it seems (very/highly)  probable/likely that… 182 it seems that… 182 it would seem/appear that… 182 just 102, 106, 173, 174, 323 key 46, 68, 290, 291 kind gift from 100 lack 49 large 173 largely 109 lastly 105, 106 later 105, 106 later on 105, 106 leading 46 less 173, 174 351

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“9x6” b3779  Science Research Writing

Science Research Writing

less than 111, 180 likelihood 172 limitation 49 limited 111, 181, 281 linked to 183, 184 little 49, 50, 173, 174, 291 low 173, 174, 179 low-cost 225 mainly 172 major 46, 172 many 46, 173, 290 many/most 46 marginal/ly 173, 174, 180 marked 173 markedly 173, 174 meanwhile 106 measurable 106 merely 172 minimal 111, 173, 174 minor 172–174, 181 misleading 49 moderate 173, 174 modest 173, 174 more (than) 173 more often than not 175, 177 more or less 109, 172 more work is needed 49 moreover 61, 319 much 46, 173, 174 much the same as 179 multidisciplinary 46 near/ly 173, 174 necessarily 111, 181 negligible 111, 173, 174, 181

w

never 108, 176, 177 nevertheless 49, 61, 180 new/novel 222 next 102, 105, 106, 226, 327 nonetheless 61 non-ideal/not ideal 181 normally 176 not able to 49, 232, 233, 291 not addressed 49 not complete 181 not dealt with 49 not dissimilar 179 not examined 181 not explored in this study 181 not ideal 49, 181 not identical 111, 181 not investigated 181 not once 177 not perfect 111, 181 not possible 111, 181 not significant 111, 181 not studied 49 not sufficiently… 49 not unlike 179 not well understood 50 not within the scope of this study 181 not/no longer useful 49 notably 172 noticeable 173 noticeably 173, 174 notwithstanding 61 novel 51, 110, 222, 294 now 46, 291 now and then 177 numerous 46, 173

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b3779  Science Research Writing

Language Index

objective 51, 171, 177 obstacle 49 obvious 172 occasionally 176, 177 of growing/great interest 46 of little value 49 of no consequence 181 of no significance 181 offer a means of 107 often 46, 175, 176, 290 on account of (the fact that) 59 on each/every occasion 176 on no occasion 177 on some occasions 177 on the other hand 60 once 105, 106 only 108, 149, 173, 174, 324 only approximate 111 operable 227 opportunities 49, 226 originally 105 outstanding 225 over 101, 173, 174 over-simplistic 49 particularly 173, 174 partly based on 109, 110 perceptible 172 perfect 225 perhaps 182 plausible 224 play a key/major role (in) 46 plenty of 173 poor 49, 172 popular 46, 290 possible 50, 182, 229–240, 295

possible direction 226 potential 46, 51, 22, 295 potentially 295 powerful 46, 51, 172, 225, 294 practicable 227 practical 51, 225, 227, 294 practically 109, 173, 174 precise 107, 175, 225 precisely 99, 108 predominant/ly 172 preliminary 180 present 48, 51, 68, 171, 226, 292,  293 previously 105, 106, 109 primary cause 46 principle 46, 110, 172 prior to 105, 106 problem 49, 180, 291 problematic 49, 111, 181 productive 225 profound 172 project 51 promising 51, 226 pronounced 172 provide a way of /to 107 purpose 51 quite 173, 174 quite a few 173 quite a lot 173 quite good 111, 180 randomly 108 range (of) 46, 101, 295, 327 rapid 46, 172 rapidly 108 rarely 177 353

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“9x6” b3779  Science Research Writing

Science Research Writing

rather (high/low) 173, 174 rather than 222, 292 rather time-consuming 111 realistic 225, 227 reasonable 172, 181, 224 reasonably 111, 173, 174, 180 recent/ly 6, 46, 222, 290 regarded as 290 regarding 61 regardless of 61 regularly 176 related to 183–185, 290 relative to 179 relatively 173, 174 relevant 46, 51, 107, 225, 295 reliable 175, 225, 294 reliably 108 remarkable 46, 172, 225 remarkably 173, 174 repeatedly 108, 176 report 47, 51, 292 restricted 49, 103 result 60, 183, 293 rigorously 108 risk 49, 122, 123, 184, 291 robust 51, 107, 111, 180, 225,  294 roughly 173, 174 satisfactory 107, 175 scarcely 173, 174 scarcely ever 177 secondly 61, 105, 106 seldom 177 separately 108 serious 172 several 46, 173 w

severe 49, 172 sharp 172 shortcoming 49 shortly after 105, 106 significant 46, 225, 294 significantly 122, 173, 174, 222 similar 109, 110, 172, 173, 174,  179, 222, 294 simple 51, 107, 175, 225, 294 simultaneously 105, 106 since 59 slight 173, 174 slightly 102, 109, 111, 173, 174, 181 small 111, 173, 174 smooth 225 smoothly 108 so 60, 173, 174 so as to 107 so/such that 107 sometimes 177 somewhat 173, 174, 181 soon 104–106, 227 stable 225 starting point 226 steep 172 straight away 105, 106 straightforward 51, 225 strictly 108 striking 46, 172, 225 strong/ly 172, 225 study 46, 48, 51, 181 subsequently 105, 106 substantial 173 substantially 173, 174 subtle 172 successful 51, 175, 225

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b3779  Science Research Writing

Language Index

successfully 108 sudden 172 sufficient 172 suitable 107, 172, 227, 294,  295 suitably 108 superb 225 superior 51, 175, 225, 294 surprising 225 surprisingly 172 systematic 225 technicality 181 tentative 224 then 104–106 thereby 107, 325 this implies/seems to imply/may  imply that… 182 this is (compelling) evidence  for… 182 this is indicative of… 182 this is reinforced by… 224 this is substantiated by… 224 this points to… 224 this seems to suggest  that… 182 thoroughly 108 though 61 thus 60, 107 tightly 108 time-consuming 49, 291 to begin with 105 to some extent 173, 174 to start with 105 to take advantage of 107 to the best of our  knowledge 50, 223

to this end 107 today 46 towards the end 105, 106 traditional technique 46 turning now to 61 typical 46 typically 290 unable to 49 unaffected 293 unambiguous 225 unavoidable 111, 181 unchanged 171 unclear 50 undeniable 225 under 101, 173, 174, 322 underway 181, 226 undesirable 49 unexamined 50 unexpected 172, 181 unfortunately 181, 150 uniform 171 uniformly 108 unimportant 111, 181 unique 51, 225 unlike 179, 223, 292 unlikely 172, 182 unnecessary 49 unprecedented 225 unpredictable 181 unproven 50 unquestionably 225 unreachable 181 unrealistic 49 unremarkable 172 unsatisfactory 49 unsolved 50 355

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“9x6” b3779  Science Research Writing

Science Research Writing

unstudied 50 unsuccessful 49, 291 unsuitable 49 unsupported 49 until 105, 106, 291 unusual 172, 225 unworkable 111, 181 upwards of 173 urgent 50, 226 useful 46, 49, 107, 175, 225,  226 usually 176 valid 225 valuable 225 variety of 46 versatile 225 very 173, 174 viable 175, 225, 227 vigorously 108 virtually 109, 172, 173, 174 visible 170 vital 46, 225

w

weak/ly 172 weakness 49 well (over/under) 173, 174 well-documented 46 well-known 46 what is more, 61 when 59, 105, 106, 325 whereas 60, 110 while 60, 106 wide range of 46, 295 wide/ly 46 widespread 46 with regard to 61, 68 with respect to 61 with some adjustments 110 with some alterations 110 with some changes 110 with the aim of 107 without exception 176 worldwide 46, 290 worthwhile 46, 226 yet 61

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